OS SABERES DOCENTES DOS PROFESSORES DE EDUCAÇÃO INFANTIL NO TRABALHO COM AS CRIANÇAS DE ZERO (00) A TRÊS (03) ANOS SOB A PERSPECTIVA HISTÓRICO-CULTURAL: UM ESTUDO NA REDE MUNICIPAL DE EDUCAÇÃO DE GOIÂNIA

Abstract

The study subject of this dissertation is The teaching knowledge of the children teacher from 0 (zero) to 3 (three) years-old. The general aim is to identify what knowledge teachers of Municipal Education Network of Goiânia, dedicated to children from zero to three years, have demonstrated in their daily practice. The hypothesis points to the following: Knowledge routines dominate the teaching children of this range. The investigation method of the research is dialectical and the kind of research developed was qualitative. The research method used in the case study was the direct observation of two children groups aged 4 (four) months to 01 (one) and 11 (eleven) years old, the Municipal Network already recieve children since four months and their classes are separated by age. The theoretical framework deals with the education history of children (Didonet, 2001; Kuhlmann Jr., 2004; Freire, 1999; Machado, 2002 and Brazil, 2006) the establishment of the day care center as a custody place of poor children (Hansen, n/d; Oliveira, 2002; Freitag, 1979; Soares, 1996; Rosemberg, 1989; Machado, 2002; public politics for early childhood education (Brazil, 1996; Brazil, 1990; Brazil, 1998; Arce, 2001; Cerisara 2003; Saviani, 2008; Goiânia, 2004; et al) the conceptions of children, education, learning, development and teaching work, some of the main scholars of education for children who influenced Modernity (Kishimoto, 2007; Pinazza, 2007; Piaget, 1973; Dewey, 1979; Rousseau, 1999; Montessori, 2004; Yygotsky, 1991; et al). Another topic discussed concerns to the knowledge teachers, based on historical-cultural theory of Vygotsky (2003), some scholars of this approach and early childhood education (Tristão, 2004; Lima, 2001; Davidov, 1988; Triviños, 1987; Oliveira, 2001; Rego, 1995; Wajskop, 2001; Ostetto, 2004; et al). At two Municipal Centers of Childhood Education, the research verified that the children teachers from zero to three years, have demonstrated scientific and practical knowledge, but still unaware the education child peculiarity.