Formação inicial docente: com a palavra, as professoras da creche

Abstract

This paper intends to comprehend how undergraduation of teachers works in face-to-face classes on UFJF Education Program. It is about Knowledges and Practices to work with Early Childhood Education (infants and toddlers from 0 to 3 years-old). It was developed on Graduate Program on Education of UFJF and it is subscripted in the research initiative of Language, Knowing and Teacher Training. This research emphasizes the necessity of questioning the training of teachers who works at daycares. The work emerged from the question: how undergraduation disciplines on a face-to-face Education course from the Federal University of Juiz de Fora (UFJF) have been contributing to the construction of teachers’ Knowledges and Practices in public daycares of the municipality? Although laws and guidelines have been advanced in the Early Childhood Education and Teaching Training fields, all discussions seem not to be reaching the Education Programs and they handle with this subject, usually, only when they emerge, and in a superficial way. Authors as Gatti (2010), Saviani (2006) and Tardif (2010) help us to comprehend the teachers' undergraduation context in Brazil. Moreover, Barbosa (2010), Kramer (2005) and Martins Filho (2017) are authors who addressing the specificities of teaching on Childhood Education, its training necessity and its challenging. This research has a qualitative approach. In the first step, it was analyzed programs planning of the undergraduation. After that, it was made interviews with undergraduate students, which are on final semesters and, also, with supervising professors in Early Childhood classes. Furthermore, we organize a focus group with alumni, which are, nowadays, teachers of public daycares of Juiz de Fora. All data were organized and analyzed upon the core of meaning construction. Throughout all data, it was possible to understand that daycare teacher training, although needed new reflections, had been an increase in the course offers in the Early Childhood Education in this undergraduation program. Surely, there is a way being built for teachers practices with infants and toddlers to be recognized, appreciated and discussed on undergraduation classes. It is essential to comprehend the intentionality of everyday teaching actions on daycares and its implication on ethics and human formation fields. The pertinence of subjects about work on daycares should not be restricted to specific courses, however it must be overarching the program planning, creating opportunities to increase the quality of teachers who everyday deal with infants and toddlers.