A formação inicial de professores da educação infantil: uma análise do projeto pedagógico do curso da FACED/UFC

Abstract

The basis of this research is to observe the initial teacher training of professionals who will work in early childhood education. The main purpose of this project is to investigate how these future teachers have been trained to work in this first stage of basic education in the Pedagogy Course of the Federal University of Ceará. This work has three specific objectives. The first one sought to explain the historical development process of early childhood education in Brazil; the second intended to analyze the profile of the Education Course; and the last one aimed to reflect on the current Pedagogy Course at UFC. This research has also been based on the current discussions that have highlighted the importance of teacher training for early childhood education in Brazil. Thus, we analyzed the contributions of authors like Cruz (2000), Kuhlmann Jr. (1998), Formosinho (2011), Libâneo (2010), Kramer (2011), Hollanda (2007), Pinto (2012) and Kishimoto (2011). We have also considered the relevance of the standards DCPN/2006. Based on this framework, a case study was developed through a qualitative approach, along with university professors of the UFC Pedagogy Course. We have analysed the pedagogical practices at the UFC Pedagogy Course, as well as conducted semi-structured interviews with the same professors. The results of this research showed that the initial training of educators in the field of early childhood education should be supported by theoretical-practical knowledge. Therefore, this practice should focus on the singularities of child development, taking into account the children's age, their multiple languages, and their unique ways of thinking. It should also overcome prejudices about the potential of each child.