A formação de docentes: relações entre o projeto pedagógico do curso de pedagogia e os saberes dos egressos que atuam na educação infantil

Abstract

The object of study of this dissertation is the knowledge of teachers, graduates of the School of Education, working in Early Childhood Education. The overall objective is to analyze the line between the Political Project of the Pedagogy Course of FESURV - University of Rio Verde and the knowledge of the teachers, the course grads, who are working in the early childhood education institutions in the municipal schools of Rio Verde. The research issue is: is there harmony between the knowledge developed by the teachers who finished the Faculty of Education from 2005 to 2009 who are working in early childhood education and the knowledge of the subjects contained in the pedagogical project of that course which prepares them for teaching in Early childhood education? The specific objectives were outlined: a) analyze the curriculum of the pedagogy course and content of the course programs related to early childhood education, b) Knowing the knowledge of teachers graduating from the Faculty of Education who work in Early Childhood Education, c) Knowing the knowledge necessary to act in Early childhood education; d) to compare the knowledge of qualified teachers for teaching in Early childhood education and the contents contained in the Political Pedagogical Project of the Pedagogy course. The research is qualitative in itself and it was chosen to analyze the Political Project of the Pedagogy Course of FESURV - University of Rio Verde and the National Curriculum Guidelines for teacher training for early childhood education, and semi-structured interviews with Director and also Coordinator of the School of Education and with 10 teachers who graduated from 2005 to 2009, to make the comparison between the training of teachers of early childhood education and the knowledge of the graduates of the Faculty of Education. The theoretical framework is organized based on the ideas of authors who discuss the pedagogical and Child Education as Libâneo, Pimenta, Kramer, Oliveira, Angotti, Corsino, Khulmann Junior, Ostetto, Kishimoto, Cerisara, Machado, among others. A review of the historical course of pedagogy, in Brazil, was subsidized and endorsed by literature researches and document: laws, decrees, resolutions, opinions and indications, aiming to situate the guidelines for teacher training for the teaching profession in Early Childhood Education. The readings done made it possible to develop reflections that contributed to understand the complexity of the performance of teachers in the educational field of early childhood education. The research allowed establishing that the course offered by the University of Rio Verde did not address, in its curriculum 19, specific disciplines to form the Early Childhood Education teacher because that wasn t the purpose of the course. In 2010, with the integration of the pattern curriculum 64, that it started to prepare the future licensee to act in Early Childhood Education. The grads when opted for teaching in Early Childhood Education built their knowledge through experiential knowledge and those from the continuing education. Initial training, is not enough to ensure a qualified education in Early Childhood Education, it is the teacher who must seek professional development. However you also need to invest more in public policy for the initial formation of the pedagogue has quality, and provide better conditions for continuing education.