A docência na educação infantil: representações sociais dos professores cursistas do proinfantil do Estado do Rio Grande do Norte sobre o trabalho docente

Abstract

The overall objective of this research is to identify and analyze social representations of (the) teachers(the) Ranciere the Initial Training Program for Teachers in Office in Early Childhood Education - PROINFANTIL - UFRN/MEC on the teaching work, seeking to identify their constituent elements and understand the dynamics of your organization. We assume that these teachers work fundamentally, in the institutions of Early Childhood Education, with knowledge of common sense and related cultural inherent to be/do professor in the design of education guardian/giving handouts to ensure the physical integrity of children, causing a rift between the caring and educating. From this general objective, we elected as specific objectives: identify the social, economic and cultural backgrounds of these (the) teachers (sa); identify what is teaching work for them (the) as well as identify which the psychosocial implications driven by RS on teaching work that point to tensions between the training and the exercise teacher as activity profissional.Como theoretical foundation we opted for Social Representations Theory of Moscovici (2003), Jodelet (2001); Specificities of the teaching Work in Early Childhood Education: Kramer (2002; 2006); OliveiraFormosinho (2007); Zilma de Oliveira (2007), Teacher Training: Ramalho, Nunez and Galthier (2003) and Tardif and Lessard (2008), content Analysis: Bardin (2004). As methodological procedure, we chose the Central Nucleus theory, developed by Jean Claude Abric (2000). Contributed to the scope of this objective the 171 teachers (the) that concluded the Proinfantil NBs to participate of TALP with justifications. The corpus arising from evocations around the words suggested by Carlos Chagas Foundation: give classrooms, teacher, pupil and added the word Child Education, were subjected to a treatment with the aid of the EVOC software (2000), identifying the central nucleus. The results indicate the words more evoked and significant: Planning, child care, educating, and play. Indicating that for these (the) teachers (the) the teaching work in Early Childhood Education must have a systematic pedagogical to educate children. These words correspond to the specificity of being/doing teaching in Early Childhood Education. However, the data shows that it is a job with different characteristics of the teaching work in other stages of education