Representações sociais de docentes em formação de nível superior sobre o que é ser professor de educação infantil

Abstract

The objective of this work consists in analyzing the social representations of teachers from kindergarten who take the Programa Especial de Graduação de Professores course (PGP). As a theoretical contribution, it was made to reference the Theory of Social Representations (Moscovici, 2007, 2007 FARR, SA, 2004) and the Theory of Central Nucleus (Abric, 2000). To subsidize the research in the field of teacher training in early childhood education was conducted a literature review covering the following topics: initial training, continuing education, teacher knowledge and social representations of teachers in kindergarten. The study included 212 people. Data were collected using the technique of free association and a questionnaire with closed and open questions. The data of free evocations was performed with the help of the EVOC software, SPSS was used in the processing of closed questions in the questionnaire while open questions were handled manually based on the technique of content analysis of Bardin (1995). The results obtained through the free association test show evidence that the structure of the social representation of the kindergarten teacher that take the PGP course is highly organized in terms of personal attributes such as love and responsibility. The questionnaire was analyzed in two dimensions: image of the profession and training processes. The first dimension, which differentiates a teacher of early childhood education from an elementary school one are the personal qualities that should be the first in terms of feelings, values and attitudes, and underlined phrases like: love, devotion, affection, attention, respect, responsibility, love for children, understanding, skills, being dynamic and committed. While the profession of a daycare center teacher is closer to the nanny, the image associated with the profession of pre-school approaches that of psychologist and the Elementary Education teacher is an entertainer. As the second dimension, the main sources of learning are related to training (initial and continued) and the acquired knowledge of professional practice. The most important knowledge of an early childhood education teacher is imbued with personal skills: giving affection; ensuring the physical integrity of children and transmitting values. Teaching to read and write, planning, executing, coordinating, monitoring and evaluating work in the education sector; transmitting values was considered the most important knowledge of an elementary school teacher. In relation to the components considered important in the curriculum of teacher training courses for early childhood education, the contents most marked were: Games and Play, Children's Literature; Educational Practices with Young Children, Child Development, and Literacy. It was found that despite the participant teachers recognize that the teaching profession of kindergarten and elementary school is different; it seems there is still no clarity about the elements of training that characterize those specificities. We hope to contribute with this research to the quality training of teachers of kindergarten and consequently to strengthen their professional identity.