As concepções de "educar" das profissionais de educação infantil: um ponto de partida para a formação continuada na perspectiva histórico-cultural.
Abstract
This Thesis is the result of our envolvement with the matters
related to the initial and continuing education workers formation and the work
quality offered by them. It is also the emergency to discuss the theme of
Brazilian Children Education over the last decades. This discussion is linked to
another project that refers to São Carlos Childcare Diagnosis, which is
concerned to the research "Teachers and Other Educational Agents Continuing
Formation" of UFSCar Pos-Graduation Program. The objective was to
characterize the "educating" conceptions guided by the childcare professional's
experiences to take them as basis for the improvement of continuing formation
purposes in a historical and cultural viewpoint. For that, it was specified the
historical process where it is developing the Brazilian Children Education and it
was focused on the importance of those as they contribute for obtain
knowledge for the human being and the need of comprehension for the
human development process as a way to understand clearly how to enrich the
social interaction process by its construction. So, the childcare place has been
investigated, by discussing data that concerns to the physical environment, the
organization and the work routine developed with the children and, from this,
introduced the childcare professionals, tracing their profiles (their personal and
professional history) and analyzed the conceptions that come from their reports.
Those conception analyses were an important start point for the proposal of
necessary actions to the continuing formation for Childcare Education
Professionals, focusing on meeting the quality offered in that type of institution,
because it made possible to verify the disordered space distribution and the
inadequacy of the researched institution; the using of a work routine that exalt
the cleanness, the good alimentation habits and the resting, making the children
wait for long periods; the childcare professionals can t see themselves in the
children who them works with, but they have the same origins; their beginning in
the childcare profession was occasional and they are unprepared to that work;
their concepts about to take care, to educate and to play with the children show
an antagonism the taking care is for zero until three year old children; the
educating is for four until six years old children and the playing doesn t exists
in the children life. Those perceptions made possible to identify the missing of
public policies that could bring qualified professionals and adequated structure,
changing the works routines; make possible the improvement in the qualification
of the childcare professionals, searching for satisfy their needing and interests;
and attend its financial necessities face the compromises that municipal
administration have with the fundamental education.