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.