A supervalorização da prática como enunciado da docência na educação infantil.

Abstract

The present work, which the research is centered in the speeches that contribute to the Early childhood education and to the teaching in of early childhood education municipal schools (ECEMS) of the city of Pelotas, as well as in the practices carried out at the schools, has as general goal to understand what constitutes the early childhood education as a place of care and education and its effects in teacher’s identity and practices. With this in mind, throughout the work we presented passages containing the history about the creation of Early Childhood Education schools, the creation of childhood and of cultural representations of teaching in this first stage of schooling, seeking to show the historical understanding associated with the care of small children. Having discourse and discursive practice as a theoretical and methodological principle, we considered such conceptions as instituting meaning on our object of study and, from this, we carry out research actions that were planned as follows: study of official documents related to the Early Childhood Education, exploratory study and application of a semi structured questionnaire to the teachers, analysis of videos of practices carried out by the teachers with their classes and interview with the teachers who produced the videos. Twenty-two teachers participated in the study, from three ECEMSs from the city of Pelotas. It allowed to show the teachers' perceptions about their professional training in undergraduate and secondary level courses, involving the knowledge of the training and the knowledge of the practice, being the statement of the overvaluation of the practice, to the detriment of the theory, recurrent in the speeches of these teachers, making it necessary to propose the reflection on the problematic dichotomy theory versus practice, as a way of marking Early Childhood Education as a space and time for the integral formation of children. In this sense, as an educational product of this master's thesis, we propose the organization of a continuing education course for teachers of ECEMSs, considering the results of the research and proposing a reflection on the practices carried out in schools, in relation to their educational potential to promote the development of the child.