Salas de pré-escolas no município de Fortaleza: a professora e sua prática

Abstract

This study presents the results of research into teachers pedagogical practices in pre-school classrooms in Fortaleza. The research aimed at analyzing how teachers develop their practices, which theoretical framework lies behind them, and what support they receive. This case study used the methodological approach to research and focused on one classroom and one specific teacher in the municipality. The analysis shows that the at teacher practice is characterized by oral transmission which is repeated several times, by the lack of affective and cognitive exchanges, and by the fact that the municipality gives little support to pre-school education.