Docência na creche: contradições e enfrentamentos
Data
2021-09
Autores
Nascimento, Ana Paula Santiago do 
Silva, Dilma Antunes
Tipo
Artigo
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Discute como as pesquisas da área de educação vêm tratando as funções docentes nas creches do país. Resulta de um levantamento de trabalhos (teses, dissertações e artigos publicados em revistas e em anais de congresso) produzidos entre os anos de 2015 e 2021, que objetivou identificar questões referentes à identidade, formação docente (inicial e continuada) e à relação entre educação e cuidado, entendendo que essas três categorias podem revelar como a área vem trabalhando com a existência de diferentes profissionais, com e sem formação específica, responsáveis por garantir o direito à educação de bebês e crianças pequenas em instituições educacionais. A Como resultado, identifica-se que a temática aqui abordada não é focalizada na maioria dos estudos. Embora haja significativo número de trabalhos que indiquem a coexistência de profissionais sob diferentes cargos atuando na educação infantil, estes não problematizam aspectos como: possível hierarquização do trabalho pedagógico, divisão de tarefas, consequências para as crianças; clima escolar; valorização das autoimagens profissionais etc. São poucos os trabalhos que tratam explicitamente da coexistência, no mesmo ambiente, de docentes e outras profissionais “não docentes”, evidenciando assim, a necessidade de mais estudos nesse campo, a fim de ampliar a visibilidade e reconhecimento do trabalho desenvolvido junto a crianças bem pequenas, em creches.
This article focuses on the discussion of how the educational research field has addressed the teaching functions in daycare centers - creche - in the country. It results from a survey of productions (theses, dissertations and articles published in journals and conference proceedings) between 2015 and 2021, which aimed to identify issues related to identity, teacher education programs and the relation between caring and educating, understanding that these three categories can reveal how the area has been working with the existence of different professionals, with and without teaching training, responsible for guaranteeing the right to education of babies and children in early childhood education institutions. The three initial stages of the State of Knowledge (MOROSINI, KOHLS-SANTOS, BITTENCOURT, 2021) were adopted as the methodology and, in addition, a survey of educational data from the 2020 School Census was used to present a profile of these professionals. As a result, it was identified that the theme addressed here is not focused on in most studies. Although there is a significant number of productions that indicate the coexistence of professionals in different positions working in early childhood education, these do not problematize aspects such as: possible hierarchy of pedagogical work, division of tasks, consequences for children; school mood; valorization of professional (self)images etc. There are few works that explicitly deal with the coexistence of teachers and other "non-teaching" professionals, thus evidencing the need for more studies in this field in order to increase the visibility and recognition of the work carried out with young children in creche.
This article focuses on the discussion of how the educational research field has addressed the teaching functions in daycare centers - creche - in the country. It results from a survey of productions (theses, dissertations and articles published in journals and conference proceedings) between 2015 and 2021, which aimed to identify issues related to identity, teacher education programs and the relation between caring and educating, understanding that these three categories can reveal how the area has been working with the existence of different professionals, with and without teaching training, responsible for guaranteeing the right to education of babies and children in early childhood education institutions. The three initial stages of the State of Knowledge (MOROSINI, KOHLS-SANTOS, BITTENCOURT, 2021) were adopted as the methodology and, in addition, a survey of educational data from the 2020 School Census was used to present a profile of these professionals. As a result, it was identified that the theme addressed here is not focused on in most studies. Although there is a significant number of productions that indicate the coexistence of professionals in different positions working in early childhood education, these do not problematize aspects such as: possible hierarchy of pedagogical work, division of tasks, consequences for children; school mood; valorization of professional (self)images etc. There are few works that explicitly deal with the coexistence of teachers and other "non-teaching" professionals, thus evidencing the need for more studies in this field in order to increase the visibility and recognition of the work carried out with young children in creche.
Descrição
Citação
Periferia. Duque de Caxias, v. 13, n. 3, p. 96-121, set./dez. 2021.