Concepções de criança, infância, educação infantil e contextualização da educação: o que dizem as professoras de escolas no\do campo.

Abstract

This research is part of the Specialization course in Contextualized Education for coexisting with the semiarid region at the Federal University of Campina Grande, Sumé campus. Its object is the conceptions of the teachers of Early Childhood Education in/from the countryside about Early Childhood, Early Childhood Education and Contextualization. Its main objective was to understand those concepts of the teachers of Early Childhood Education in the countryside in the municipality of São João do Cariri, and its specific objectives were to identify the relationship between the normative discourse and the conceptions expressed by the research subjects and to identify if and which theoretical and practical references in the teachers' conception, influence their practice in Early Childhood Education. A bibliographic procedure from a qualitative approach was used for literature review and the construction of the theoretical framework on Childhood: Ariès (1981), Heywood (2004), Kuhlmann. Jr (2004), Sarmento (2007), e Kramer (1984; 1999; 2009); Contextualization of Education: the document analysis has helped to understand legal references of educational policy, in which we have sought to identify the concept, principles and foundations of Early Childhood Education. In order to identify teachers' conceptions on that subject, and which theoretical references influence their teaching practice, a semistructured questionnaire was used. After tabulating and organizing the main indicators, an online conversation wheel was carried out to deepen the meaning cores that have emerged from the data. As a result of the study, a group mostly young, with less than twelve years of practice in Early Childhood Education has been identified. They place the enjoyment of working with that age group as central to their work, that they very recently began to have continuing education to work at that stage. Therefore, they indicate they have just begun to take ownership of what is provided for in the education guidelines. The view of Childhood from the chronological and biological perspective is still very present in the group, although they are already realizing that there are different childhoods, and that, therefore, the child as a historical, active and creative subject also builds childhoods. The specific legislation of Early Childhood Education still needs to be better known by the group, as well as the deepening of theoretical references that deals with Early Childhood Education in\from the countryside. The contextualization of Education is something very new in their theoretical reflection, and they consider that it is not present in their practices. Thus, they signal that the main references for their work come from the exchange of experience and discussions with colleagues in the studies and planning moments and currently from the National Curriculum Base for Early Childhood Education.