CONTRIBUTIONS OF THE TRAINING FOR THE (RE) DEFINITION OF TEACHING IDENTITY IN THE CRECHE: TENSIONS AND CONQUERTS

Abstract

The construction of the teaching identity in the day care center is the focus of this work, which was developed from 2014 to 2016. The general objective was to reflect on the teaching identity in the day care center, offering studies that could strengthen teachers' self-esteem and training, How important is the role of the educator as mediator or facilitator of the learning process in the Day Care Center. The main motivation for this work was the sense of deprestige and devaluation that the teachers had to work in day care. The research was developed through questionnaires applied to teachers that aimed to collect the perceptions about the profession itself and the formative needs that would sustain the reflections and proposals that would be built from the legislations for the education of children promulgated in the last years. The methodology used was action research. The process was somewhat troubled, but the results were absolutely positive, as the teachers began to recognize the importance of pedagogical practices in the day care center and began to feel stronger to fight for social and salary recognition.