Professoras de creche: como avaliam a sua formação e o seu papel docente na educação infantil

Abstract

his article is part of a research carried out in the second semester of the year 2015, which aimed to cognize the conceptions and pedagogical practices of teachers in a public daycare centre located in Fortaleza-CE, regarding the development of oral language among children aged between 0 and 3 years and 11 months old. During the study, we conducted interviews with three daycare teachers, in which they pointed out what they understood about some selected topics related to Early Childhood Education (conception of child, teaching work, oral language, initial and continuing education), they also presented evaluations of their own professional performance in this stage of education. It was observed that the speeches of the daycare teachers regarding their practices showed certain knowledge about the specificities of the teaching work with very young children. In addition, when studying the professional profile of the three interviewed teachers, it was noticeable the fragility of concepts in two professionals with initial education more fragile, carried out in private institutions that offer short-term undergraduate courses. Such fragilities are shown in pedagogical practices that do not respect the peculiarities of the children and do not expand their languages and interactions. The teachers also evaluated that the continuous training provided by the city council in which they work contribute to reflections, but the explored topics are still away from their daily needs with the children in the context of daycare.