Aprender a cuidar e educar no infantil III: saberes necessários à atuação do professor por docentes de Fortaleza-ce

Abstract

The present paper aims at assessing the level of professional competence in teachers of child education in the municipal network of public schools in Fortaleza, Ceará, especially the ones who work with children in the third stage of child education. This assessment is based on tools that these professionals have pointed out as necessary in order to work with children at this level, as well as in their justifications for pointing out such knowledge and the way it is built by these professionals. The subjects of this research are regular teachers of the Secretaria Municipal de Educação de Fortaleza. Seven teachers took part in the research by submitting themselves to our semi-structured interview, which was the tool for construction of data. To achieve our goals, we rely on the theoretical support of scholars who discuss the teaching profession early childhood education, especially the contribuitions of Oliveira-Formosinho (2005). After analyzed, the data showed in that the teachers, to become good professionals at the Children III, regard as necessary for them to build knowledge about the stages of development the children on its multiple languages. The justifications presented by them indicate that by building such knowledge they develop greater safety in practice, in the treatment the challenges of teaching activity and aid planning. This knowledge, in their view, are built in times of reading and personal study, the constant comments about the child’s behavior, interactions with family and in times of planning and exchange of experiences with classmates. We conclude that the teachers consider the fundamental theoretical basis through the scholars of early childhood education and a positive affective relationship between teacher and child. Key words: