A CONCEPÇÃO DAS PROFESSORAS DE CRIANÇAS DE 0 A 3 ANOS SOBRE OS SABERES NECESSÁRIOS PARA SEREM UMA BOA PROFESSORA DE BEBÊS

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The discussions near the importance and the new dimension of the infantile education as a first stage of the basic education and also their contributions in the development of children between zero and six years old are raising a more attentive look to the educational formation derivative from social and educational responsibilities that are expected from them. This study has a proposal to contribute with elements of reflection about the necessary knowledge to the educational performance in the ages from zero to three years old and so it tried to know which is the teachers conception that work with babies in the Public Schools from Brusque SC, about the knowledge the teachers consider essential to the realization of a good quality work. We reviewed what the official documents orient us to do in relation to the educational formation for this age. To understand this question we are undertaking the knowledge and educational formation concepts principally in Tardif (2002), Pimenta (2005), Zabalza (2004), Schon (2000), Sacristán (1995), Nóvoa (1995), Charlot (2000), Formosinho and Kischimoto (2002), Azzi (2005), Katz and Giffin (1990). The methodological trajectory was carried out initially from a qualitative perspective based on Ludke and André (1986), Bordan and Bikken (1994). The participants from this research were 43 teachers that compose the totality of the professionals that work with children from zero to three years old of the Public Teaching Schools from Brusque SC and that have different levels in their formation. The data were obtained through the application of a questionnaire where the researcher asked each of the teachers to indicate 5 itens for each presented question that follows: a) Mention 5 characteristics that you consider necessary to be a good teacher for babies. b) Indicate 5 important types of knowledge that the teacher has to know to work with babies. c) Mention 5 indispensable criteria to begin a work with babies. The answers obtained in the questionnaire were categorized in function of the frequency and of the meaning of the words and later on, the answers were organized in two categories: Personal Knowledge and Professional Knowledge. The keys and expressions classified as Personal Knowledge were those ones related to the knowledge of experimental sources. These types of knowledge proceed from the life story and the daily practice (TARDIF, 2002). The words classified as Professional Knowledge are related to the theoretical knowledge, coming mainly from the academic formation. With data analysis we can state that the teachers consider the feelings that translate emotions very important, pointing out that these feelings are indispensable to the exercise of their functions and in the development of a full quality work with the babies. The formation and the knowledge related to the infantile development were also indicated as essential to the realization of this work. The contributions that were presented by them express the need of rethinking the educational formation in all levels, considering the different types of knowledge that involve the educational action and the urgency of a specific formation and reflection spaces near the pedagogical know-how-to-make with children between zero and three years old.

ASSUNTO(S)

educação infantil saberes professores - formação infantile education knowledge formação docente educational formation educacao

ACESSO AO ARTIGO

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