Educação infantil no Jalapão: narrativas de professores do cerrado tocantino

Abstract

This research sought to know the formation and training of teachers of early childhood education in the region of Jalapão, whose research route reached the municipalities of Aparecida do Rio Negro, Lagoa do Tocantins, Mateiros, Novo Acordo, Ponte Alta do Tocantins, Santa Tereza do Tocantins e São Félix do Tocantins. The narratives reinforced the theoretical assumptions underlying the research object, which allowed us to interweave the current context in relation to the conceptions of teacher training and practices, with the historical process of the institutionalization of Early Childhood Education, observed in the literature review. To do so, the research adopted the methodology of oral history, embodied in thematic oral history, applying semi-structured interviews, with a script based on questions that characterized the teachers who are protagonists of the research, training and pedagogical practices. And so it was problematized, the forms of interpretation of his narratives on the conceptions derived from the knowledge of the pedagogical practice, revealing the branched experiences of the trajectories of personal and professional formation. A consultation of the documents that refers to the data collected elucidated the administrative, pedagogical and personal sources involved in the environment were recorded in the field diary. The legal contributions were constituted around the Constitution of 1988 and the Law of Guidelines and Bases of the National Legislation - LDB, 1996, and the correlates frameworks of the consolidation of the Infantile Education in Brazil. The results of the research, the portrait of belonging and the recognition of the local culture, which detailed the narratives of the female teachers, thus outlined in the female figure, unanimous, exhibited in the interviews. Certainly in the field of training, teachers report on the lack of continuous education in children's education, recognize the formative course as of great relevance in the consolidation of choices, reasons that converge in the opportunity to become teachers. The teachers' narratives reveal that in the field of knowledge, the curriculum and the pedagogical project are not articulated with the references, since the majority during the planning of classroom activities did not appropriate the guidelines present in official documents, such as National Guidelines for Early Childhood Education. When analyzing the classroom routines, described in the narratives, did not visualize connectivity of everyday knowledge with practice and theory. In this complexity in which the formation process and the teacher constitution take place, a gap was observed in the formation of these teachers for the infantile education.