Concepções sobre o perfil do bom professor da pré-escola

Abstract

This study aims to analyze the conception that the teachers of a pre-public school in Fortaleza have about what being a good teacher. Through this, we create opportunities critical reflection on the profile of pre-school teacher. The research is qualitative, and to achieve our goals we consider as an ideal instrument to semi-structured interview, to provide greater interaction between interviewer and interviewee, and provide greater flexibility. Thus, interviews were conducted with four teachers from pre school institution of a municipal school of Fortaleza. All interviewed are graduated in Pedagogy. To the questions, the teachers outlined safety in their responses, although at times it was necessary to pause for reflection in an attempt to respond more understandable. A very relevant aspect and raised points in common between two of the teachers was the concept of childhood. And early childhood education as a preparatory step to adulthood. The only aspect in common between the responses of four teachers was that they value the child's development, even realizing fully or not. The contradictions between one answer and another also draws attention. Only one of the teachers interviewed explicitly and constantly emphasizes the importance of the teacher to enhance the development of the child, and that, moreover, be a professional scholar, because, according to his ideas, the study would guide the practice effectively. However, there were many differences in their views concerning the profile of the good teacher of preschool. We can therefore say that there was much homogeneity between their conceptions. Examples of this heterogeneity is evident in responses regarding the role of the teacher, teacher profiles and disincentives faced by them.