Formação inicial do/a pedagogo/a para o trabalho com bebês: sentidos dos/as discentes e docentes do curso de pedagogia da Ufal – Campus A. C. Simões

Abstract

The master's research entitled Initial training of the pedagogue to work with babies: conceptions of students and teachers of the Pedagogy course at UFAL - Campus A. C. Simões aims to investigate the initial training of teachers of Education Childhood for working with babies in the Pedagogy course at the Federal University of Alagoas, Campus A. C. Simões, having as a theoretical reference the Social Studies of Childhood in relation to the Pedagogy of Childhood. It is assumed that training for working with babies within Pedagogy courses is still insufficiently addressed and, when it occurs, it boils down to the contents proposed in the specific disciplines of Early Childhood Education and, in some cases, in a general way and dispersed, that is, considering the service from 0 to 5 years and 11 months, but not specifically addressing the education of children aged 0 to 3 years. Therefore, this research seeks to answer the following question: How do students and teachers of the Pedagogy course at the UFAL Education Center attribute meanings to teaching activities with babies and very young children in day care centers? The general objective is to investigate how students and teachers of the Pedagogy course at the Education Center of the Federal University of Alagoas (UFAL) understand the initial training of the pedagogue for teaching work in day care centers. In the meantime, the following specific objectives were considered; i) analyze the understanding of the course professors about the teaching work with babies in day care centers, ii) identify evidence of knowledge and gaps present in the training of the pedagogue to work with babies from course documents and of its protagonists: undergraduate students and teachers in Pedagogy and, finally, iii) analyze what is understood about teaching with babies, from the students and the Pedagogy course at the UFAL Education Center. This is a qualitative research proposal along the lines of a case study (Gil, 2008; Yin, 2016), with a view to describing, interpreting and reflecting on the investigated reality. Although it is not possible to make generalizations, the case study can indicate paths for further studies. As a result, we highlight that the subsidies offered by CEDU-UFAL about Early Childhood Education are necessary, but they are insufficient. Likewise, possible modifications suggested in order to serve the teaching profession with babies in pedagogy are recognized by teachers and students, as currently what is proposed is insufficient to account for the precariousness found. Finally, the participants highlighted the urgency of expanding their experiences with babies during the course.