Formação docente: possibilidades e dificuldades de ressignificação da identidade de professores/as de educação infantil

Abstract

The central object of this investigation is the reflection about the identity of early childhood education teachers and the analysis of the possibilities and difficulties of their ressignification, verifying their processes of training and education, of work and of recognition of their social status. The goals of the research are to: comprehend the identity formation process and the knowledge experiences of early childhood education teachers and to investigate the possibility and difficulty of ressignifying their identity and practice. To do this a historic base was obtained through the study of the emergence of educational work with children (chap. 1) and a legal base was obtained through the study of the pertinent legislation (chap. 2) so that, finally, the identity formation process could be analyzed in more concrete and current terms through field research. Thus, the methodological option for the research project was a bibliographic approach for the historical and legal study, and a qualitative-descriptive approach for the third chapter, where the participativeresearch methodology was adopted using a process of interaction with early childhood education teachers, based on the critical theory paradigm. The field research analyzed a sampling of the thoughts of teachers who work in three early childhood education schools, one from the municipal network, one from the religious network and one from the private network of the city of Porto Alegre.