A construção da identidade profissional de professores da educação infantil.

Abstract

This monograph entitled: The construction of the professional identity of teachers of early childhood education; aimed to analyze how is the professional identity construction process Early Childhood Education teachers of two public schools in the city of Sousa-PB. The specific objectives are: Characterize the relationships that teachers can develop with its training courses; Identify the theories used by teachers in the teaching profession; Ascertain the views of the kindergarten teachers about what is to be a teacher and see how the teacher relates to your own work. The choice of this theme arose from concerns about the construction of the teaching professional identity as a future educator of early childhood education. The methodological approach chosen for the research was the qualitative approach. The data collection was carried out by applying a semi-structured interview with six questions related to the topic mentioned above, with six teachers who work in kindergarten. The analysis of the data showed by the interviewees reported that choosing the profession happened by the influence of the family, the childhood dreams, or because the discourses conveyed by the media it appears the teacher profession as a model, and low competition for the ticket selection in the Faculty of Education. The positioning of the teachers allows us to think of teaching as a love activity, that is, is a professional action that presupposes the feeling and perception of well-being about yourself to develop your teaching. Thereby, the interviewees believe in the poetic perspective, seeing the child as an individual naive, graceful, and that needs to be preserved in society. Moreover, a considerable part of the teachers emphasizes that not all the theories underlying their practices, by resorting to the knowledge and experience of them betting for the quality of their work. Thus an alert to the initial formation was evident that because of the difficulties perceived as the necessary articulation of theory and practice. Can be seen, the reports of the teachers, the academic knowledge help in their pedagogical craft. However, the primary to be a teacher happens in their own experience in the classroom, in practice. So, in the final considerations of this work, it is evident the need for more accurate studies on the aspects that make up the professional identity of the teacher, as some situations including legal character in kindergarten must be defended and effect in national politics. Furthermore, it is known that today's reality in education still cause concern, as they lack material and financial investments, as well as a substantial improvement of the professional training processes that operate in this type of education.