Finalidades da formação de professores para educação infantil

Abstract

This research is part of the Graduate Program Strico Sensu- Master in Education at the Pontifícia Universidade Católica de Goiás- PUC GO, which focuses its investigative and curricular activities in educational practices inserted in sociocultural, economic and historical contexts. The chosen line of research was Theories of Education and Pedagogical Processes. The choice of the object of study was due to the need to answer classic questions that can be addressed to teacher training, particularly early childhood education teachers: Why educate and how to educate?. Thus, assuming that academic works that address the training of teachers for Preschool education, somehow, express philosophical and political positions, indicating possible educational purposes, this study explores this theme and seeks to understand how educational purposes are discussed in theses published in the country. The main theoretical foundation is Yves Lenoir with the concept of purposes as well as other authors who work from the perspective of Dialectical Historical Materialism, such as José Carlos Libâneo, the main objective of the study was to investigate and analyze the educational purposes of the training of Preschool education teachers in theses in the area of education in the period from 2013 to 2019, the time frame is justified by the fact that works prior to 2013 are not fully available on the Sucupira Platform. The developments culminated in the specific objectives were: to characterize trends on educational purposes of teacher training for Preschool education; identify the conceptions about educational purposes that appear in the analyzed scientific production; identify and analyze what is being discussed by the authors about the educational purposes for students of Preschool education. It was decided to carry out a literature review, as it allows exploring the content of the analyzed works, elaborate an overview of the educational purposes addressed and point out new issues for the debate on teacher training for Preschool education. The search for papers took place in the theses and dissertations database of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior- Capes, covering the period from 2013 to 2019, being considered only theses. Through the inclusion criteria and application of filters, 15 theses were reached so that there was a content analysis taking as a starting point the categories defined in the theoretical framework as well as from the categories that emerged during the analysis process. In the interpretation, the explicit or implicit presence of the categories was identified: Personal development; Human formation and cognitive development within a sociocultural perspective. Within the historical-cultural perspective, the categories Democratization, Integral human development, Equality, Justice Social transformation were found. So what drew attention in all theses were the way in which initial and continuing education is approached, that is, University education in pedagogy is not yet seen as essential for teaching activities in Preschool education, although this aspect is explicit in law. Still one sees Preschool education teachers without University education and often without teaching, disqualifying the importance of scientific knowledge and theoretical support for acting at this stage. In addition, continued training they still happen in a fragmented and decontextualized way, being for the most part insufficient to fill the gaps in this initial training. Thus, a weakness in this study was 12 due to the difficulty in envisioning theoretical deepening in the theses, especially in the context of the Historical-Cultural perspective