As influências da formação inicial universitária no Curso de Pedagogia da FACED/UFC para as práticas docentes de cuidado/educação na creche

Abstract

This dissertation is the result of a qualitative study that aimed, mainly, to analyze the influence of FACED/UFC's university education in Pedagogy for teaching practices of care/education with very young children in the context of daycare. Also, it aimed to identify the conceptions of daycare teachers about the practices of care/education; to analyze the knowledge coming from the university education mobilized by teachers in their actions with very young children, and to investigate the perspectives of teachers about the influence of university education for their practices of care/education in daycare. The investigation was subsidized, essentially, by the studies of Oliveira-Formosinho and Formosinho (2013; 2018); Kishimoto (1999; 2011); Haddad (1997; 1996); Machado (1998), and Tronto (2007) that deal with the initial university education of teachers of early childhood education. For the construction of the data, the techniques of semi-structured interviews and explanation, video recording, observation, autoscopy, and documentary consultation were utilized, in which two daycare teachers participated, responsible for groups of children with two and three years old. The records were made using a field journal, voice recorder, notes, and video camera. The results of the research showed that teachers: understand that there are actions strictly linked to the body and to meet physiological needs, which are labeled as "care", and actions taken as pedagogical, linked only to cognition and designated as "education", considering, therefore, the possibility of either caring or educating; conceive of "care" as mere manual labor, linked to the instrumental perspective (DALBOSCO, 2006), and "education" as something restricted to instruction, teaching, and the transmission of information. In the practices carried out by these professionals, knowledge was identified - deriving from their personal, academic, and professional careers - from three categories: I) from experience; II) from university education and III) from daily life. The university education, specifically, seems to "cross over" the teachers in different ways, which was made visible, above all, by their conceptions of children and teaching. When referring to the FACED/UFC Pedagogy course, they point out the obligatory curricular components of the early childhood education area - subjects and internship - as influencing their practices. Besides, they emphasize the role of the teachers responsible for the disciplines in that area for their learning throughout their university education. Both teachers, however, indicate a mismatch between the knowledge coming from university education and that mobilized in the daily life of the institution of early childhood education in which they work. Thus, the teaching exercise was pointed out as the main source of knowledge for the development of care/education practices with very young children. The results show that the initial university education offered by the FACED/UFC Pedagogy course is still far from fulfilling its objective of providing the repertoire of broad and specific knowledge (SOUZA; KRAMER, 1992; CRUZ, 1996) necessary for teachers to promote quality care/education practices with very young children in the context of daycare. . Even if it were not for its purpose, the discussion of the theme focused by this research, still little explored, could collaborate with the reflection of the teachers about their work and stimulate reflections in the formative institutions on the repercussions of their subsidies for the teaching practices of care/education in the day-care centers.