Representações Sociais das Finalidades Educativas por Professores da Educação Infantil

Abstract

This dissertation aimed to identify and analyze the social representations of teachers about the purposes of Early Childhood Education, as well as to investigate the influence of these representations in the construction of practices in this first stage of Basic Education. We use as theoretical-methodological reference the Theory of Social Representations (TRS) of Moscovici (1961), using the structural approach proposed by Abric (2000). We articulate this referential of social psychology with the work of professor Libâneo (2012, 2013, 2016) on education, regarding the importance of educational purposes for the implementation of a transformative teaching. We focus the analyzes of this study from a temporal cut in the context of the educational reforms that came after the National Education Guidelines and Bases Law (LDB nº 9.394 / 96) were established, amid the unfolding influence of international policies who use it as one of the instruments to attend to a globalized capitalist system, compromising the quality of public school education. In order to do so, we investigated the historical context of the child and childhood, the institutionalization of Brazilian Infant Education, the school educational purposes and the teaching work. We conducted a descriptive and exploratory study, adopting a quantitative approach. We conducted a field research in the Municipal Infant Education Centers (Aparecida de Goiânia-GO), applying as a research instrument a virtual questionnaire elaborated in the form of Google Forms, with closed questions and the technique of association of words, obtaining the 120 pedagogical teachers. The data collected were analyzed using the Rangdgraf program of the EVOC software and for statistical analyzes, we used the Microsoft Office Excel program. In general, the analyzes point to educational purposes focused on the socialization and development of the child, based on values aimed at maintaining conservative practices that postpone teaching as a primary function of teachers.