Ser professor da educação infantil: uma abordagem das docentes de uma Creche no Município de Sousa - PB.

Abstract

Early childhood education is a fundamental step in the process of building the identity and autonomy of the child. Thus, the teacher must be trained, with training in Pedagogy, to mediate the construction process in the integral development of the child; seek to excel in continuing education, in order to offer children quality learning. Under this foundation, this research sought to answer the following question: What is it like to be a Teacher of a Municipal Nursery in the city of Sousa - PB? An approach that guides the methodological course of a scientific work was defined a set of procedures to reach the general objective: to apprehend and to analyze the Being Teacher in a Nursery in the Municipality of Sousa - PB and the specific ones: To understand the process of formation of the teaching identity of nursery teachers; to verify the functions of the teachers of the day care center, as well as to demonstrate the level of motivation in the execution of their work. Therefore, it can be classified as descriptive, besides field research, with a qualitative character. The research was carried out with three teachers of a Municipal Nursery, located in the municipality of Sousa-PB. As a data collection instrument, a sociodemographic questionnaire was used to identify the profile of the teachers who participated in this study and a semi-structured interview with 17 questions that contributed to achieve the proposed objectives. In the analysis of data, it was verified that two teachers have the required training to work in Child Education, the Pedagogy course; the institution has no physical structure capable of attending to pedagogical activities, nor pedagogical resources. It is recognized that the nursery needs both reforms in the physical structure and investment in the qualification of teachers and increase in the number of employees, because, in most cases, there is overload in the teaching work, since the age group of the children requires attention to activities that involve caring / playing / educating for their development. Given this context, it can be affirmed that the professional identity of the teachers under analysis is related to the ability to perform a given activity, in an efficient way, because, as can be observed in this study, even with the various difficulties encountered in everyday life, one perceives that they seek to develop them in the best possible way. Thus, it can be inferred that in addition to the experience and theoretical knowledge, there is the domain of specific knowledge and criticality when it comes to Early Childhood Education, in some reports of teachers.