O currículo nos cursos de Pedagogia: reflexões acerca da formação de professores da Educação Infantil

Abstract

Teacher training for early childhood education is a topic that deserves attention in the educational setting, since from the formalization of this as the first stage of basic education, Pedagogy courses found themselves with the need to adapt their curricula to the professionals who work in early childhood education were significantly prepared to deal with the everyday challenges presented by this step. Thus, this study conducted by the graduate program in education at the Universidade Federal do Triângulo Mineiro, in the line of research: training of teachers and digital culture aims to understand and analyze how the courses of pedagogy in the region of the Triângulo Mineiro are organizing their curricula to meet the requirements for the training of teachers of early childhood education required by legislation. To this end, this study was developed from qualitative research, descriptive, explanatory and exploratory nature. The theoretical foundation was based in: Saviani (2009), Tardif (2002), Mizukami (2002), pepper (2001), Kuhlmann Jr. (1988), Silva (1999), Kishimoto (1999), Pinto (2012). A Pedagogical political project and analysis of the subjects of three courses of pedagogy in the Triângulo Mineiro, having as a federal University context, a State and a private, plus interviews with the lecturers responsible for early childhood education-related disciplines, as well as with teachers who work in this area in the municipalities in which the universities are located. These are graduates of the courses of pedagogy investigated in the last five years, in order to understand how the design of these courses and teachers in relation to structuring the curriculum for the training of teachers of early childhood education. The results set that the greatest challenge that pervades the teacher training for early childhood education is the distance between theory studied at the University and the reality of classrooms, so that when you start your performance practice, teachers encounter with an unknown context, thus causing, insecurity, fear and discouragement. The courses of pedagogy worry more in the context of practice, relating it to the theory discussed in order to form a more professional safe of his performance.