Saberes e fazeres de uma professora de bebês na educação infantil
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Data
2018-07-12
Autores
Oliveira, Raiza Fernandes Bessa de
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Com esta pesquisa, realizada em uma instituição de Educação Infantil pública municipal de uma cidade localizada no noroeste do estado de São Paulo, busca-se colaborar na construção de uma Pedagogia da Primeiríssima Infância, ao passo em que esclarece a profissionalidade e intencionalidade educativas presentes na prática docente de uma profissional que trabalha com bebês. A partir da Constituição Federal de 1988, a Educação Infantil passa a fazer parte do contexto educacional formal no Brasil. Em 1996, a Lei de Diretrizes e Bases da Educação Nacional determina a Educação Infantil como primeira etapa da Educação Básica. Com isso, o atendimento das crianças de 0 a 3 anos de idade em ambientes educacionais formais vêm aumentando, assim, evidencia-se a necessidade de que os pequenos tenham acesso a uma educação de qualidade, em que sejam respeitados como sujeitos históricos e de direitos, e que possibilite seu aprendizado e desenvolvimento. Portanto, esta pesquisa apresenta como tema central os saberes e fazeres das profissionais que atuam com os bebês e as crianças pequenas nas instituições de Educação Infantil. Considerando que ainda são poucos os estudos que tratam especificamente das práticas pedagógicas para os bebês, foi desenvolvida esta pesquisa, que tem como objetivo geral descrever e discutir os saberes e fazeres de uma professora de bebês. Como objetivos específicos, busca-se: caracterizar a professora participante da pesquisa; identificar e analisar os saberes que fundamentam a atuação de uma professora de bebês; relatar e discutir os fazeres presentes no dia a dia de uma professora de bebês; identificar as fontes dos saberes e fazeres da professora de bebês. Dessa forma, a pesquisa foi desenvolvida com base em abordagem qualitativa por meio de observação de campo em um agrupamento de Berçário II (crianças de 1 a 2 anos de idade) e entrevistas com a docente sujeito da pesquisa. Os resultados indicam diversos saberes e fazeres da docência com os bebês e as crianças bem pequenas em ambientes de educação formal e coletiva, possibilitando a discussão acerca dos obstáculos e desafios deste trabalho, além de abordar diferentes aspectos que dizem respeito ao atendimento de qualidade na Educação Infantil. Os dados revelados por meio desta pesquisa indicam a necessidade de discussão a respeito da qualidade da formação dos profissionais que atuam com a Primeiríssima Infância, tornando possível a consolidação de práticas pautadas por teorias educacionais, permitindo a construção de um currículo que atenda às demandas e especificidades de cuidado e educação das crianças de 0 a 3 anos nas escolas de Educação Infantil. Além disso, são discutidas diversas outras problemáticas que surgiram ao longo da coleta e pareceram relevantes para o atendimento de qualidade nas turmas de Berçário. Faz-se necessária também, a valorização da profissionalidade presente na ação educativa com as crianças de 0 a 3 anos e a ampliação dos estudos que tenham a Primeiríssima Infância como foco e que permitam a discussão acerca dos saberes e práticas dos professores que atuam com esta faixa etária, de modo que se torne possível alcançar os objetivos da Educação Infantil junto aos bebês e crianças bem pequenas.
With this research, carried out in a municipal public education institution of a city located in the northwest of São Paulo state, Brazil, we aim to collaborate in the construction of a Pedagogy of the very First Childhood, while clarifying the educational professionalism and intentionality present in the teaching practice of a professional working with babies. With the Federal Constitution of 1988, Infant Education becomes part of the formal educational context in Brazil. In 1996, the Law of Guidelines and Bases of National Education states that Early Childhood Education is the first stage of Basic Education. With that, the attendance of children from 0 to 3 years of age in formal educational environments has been increasing, thus, the need for children to have access to a quality education is evident, so that they are respected as historical and rightful subjects, and allowing their learning and development. Therefore, this research presents as central subject the knowledges and actions of the professionals who work with infants and young children in the institutions of Early Childhood Education. Considering that there are still few studies that deal specifically with the pedagogical practices for infants, this research was developed, whose general objective is to describe and discuss the knowledge and practices of a baby teacher. As specific objectives, we aim to: characterize the teacher participating in the research; identify and analyze knowledge that underlies the performance of a teacher of babies; report and discuss the daily activities of a teacher of babies; identify the sources of the knowledge and actions of the baby teacher. Thus, the research was developed based on a qualitative approachthrough field observation in a grouping of Nursery II (children from 1 to 2 years of age) and interviews with the subjects of the research. The results indicate different knowledge and practices of teaching infants and very small children in formal and collective education environments, enabling discussions about the obstacles and challenges of this work, as well as addressing different aspects related to quality of service in Education Child. The data revealed through this research indicate the need for discussion about the quality of the training of professionals who work with the First Childhood, making possible the consolidation of practices guided by educational theories, allowing the construction of a curriculum that fills the needs and specificities of care and education of children from 0 to 3 years of age in the schools of Early Childhood Education. In addition, we discuss several other problems that appeared during the data collection and seemed to be relevant for the quality care in the classes of Nursery II. It is also necessary to appreciate the professionalism present in the educational action with this age group and the expansion of studies that have the First Childhood as a focus and that allow the discussion about the knowledges and practices of teachers working with this age group, so that it becomes possible to achieve theobjectives of Early Childhood Education with infants and very young children.
With this research, carried out in a municipal public education institution of a city located in the northwest of São Paulo state, Brazil, we aim to collaborate in the construction of a Pedagogy of the very First Childhood, while clarifying the educational professionalism and intentionality present in the teaching practice of a professional working with babies. With the Federal Constitution of 1988, Infant Education becomes part of the formal educational context in Brazil. In 1996, the Law of Guidelines and Bases of National Education states that Early Childhood Education is the first stage of Basic Education. With that, the attendance of children from 0 to 3 years of age in formal educational environments has been increasing, thus, the need for children to have access to a quality education is evident, so that they are respected as historical and rightful subjects, and allowing their learning and development. Therefore, this research presents as central subject the knowledges and actions of the professionals who work with infants and young children in the institutions of Early Childhood Education. Considering that there are still few studies that deal specifically with the pedagogical practices for infants, this research was developed, whose general objective is to describe and discuss the knowledge and practices of a baby teacher. As specific objectives, we aim to: characterize the teacher participating in the research; identify and analyze knowledge that underlies the performance of a teacher of babies; report and discuss the daily activities of a teacher of babies; identify the sources of the knowledge and actions of the baby teacher. Thus, the research was developed based on a qualitative approachthrough field observation in a grouping of Nursery II (children from 1 to 2 years of age) and interviews with the subjects of the research. The results indicate different knowledge and practices of teaching infants and very small children in formal and collective education environments, enabling discussions about the obstacles and challenges of this work, as well as addressing different aspects related to quality of service in Education Child. The data revealed through this research indicate the need for discussion about the quality of the training of professionals who work with the First Childhood, making possible the consolidation of practices guided by educational theories, allowing the construction of a curriculum that fills the needs and specificities of care and education of children from 0 to 3 years of age in the schools of Early Childhood Education. In addition, we discuss several other problems that appeared during the data collection and seemed to be relevant for the quality care in the classes of Nursery II. It is also necessary to appreciate the professionalism present in the educational action with this age group and the expansion of studies that have the First Childhood as a focus and that allow the discussion about the knowledges and practices of teachers working with this age group, so that it becomes possible to achieve theobjectives of Early Childhood Education with infants and very young children.
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Palavras-chave
Professores-formação, Educação infantil, Prática docente com bebês, Saberes docentes, Teacher education, Early childhood education, Teaching practice with babies, Teacher knowledge