O ser criança na educação infantil: o desvelar do discurso docente

Abstract

This study aimed to investigate how early childhood education teachers conceive the child and how their pedagogical action has to be in this schooling time. As qualitative research of exploratory and descriptive nature, this work relied on phenomenological approach to interpret its subject. The research took place in five public early Childhood Education centers in the city of Uberaba, MG, which receives financial support from Brazilian national program for the restructuring and equipping of the public network of early childhood education schools. This program aims the construction, renovation and acquisition of equipment and furniture for kindergartens and pre-schools. Ten teachers who work with 5 year age children were interviewed. They answered three questions: ―What it‘s like to be a child?‖; ―What it‘s like to be a child in kindergarten?‖; ―How CEMEI favors their educational action as children teacher and how it makes it difficult?‖. The analysis of interviews relied on the so-called elaboration techniques and units analysis of meaning. Results show that 70% of the teachers conceive the child as a synonym for discovery, creativity and learning and that 60% defined the child in early childhood education as a human being precociously schooled and subjected to responsibilities and routines with limits, rules and schedules. As favorable aspect for their pedagogical work, 70 per cent pointed out a less difficult process of teaching and learning process. As a critical aspect, 80 percent indicated the absence of the family in the school context. That said, this study shows that teachers see early childhood education as a schooling stage centered not on the child but on preparation for elementary school. This can lead to damages to the childhood time, since the pressure on children cognitive development consumes playing moments peculiar to childhood.