“Não fiz pedagogia para trocar fraldas”: identidade profissional, habitus e a construção do ser professora em um centro municipal de educação infantil

Abstract

This research sought to identify identity traits and processes of daycare workers, constituted in their personal and professional trajectories. Women with experience in day care work, called educators, teachers, education professionals, day care centers, mediators, and here in this research also understood as day care workers, given that their role within day care centers is still recognized, as “common salaried occupation (as workers and employees)” (DUBAR, 1998, p.7). The interest in the problem arose, through personal experience as a teacher who finds in the research work a way to problematize the very school practices lived from the experiences in teaching with children. The frequent inquiries about the social role of education, fostered by experiences in the field of early childhood education, encouraged me to investigate some discursive constructions in which, like me, early childhood educators are produced. Starting from the understanding that the constitution of the teaching identity occurs along the complex professional path. We take as a hypothesis that the understandings about being a teacher of early childhood education would be plural and distinct, since we recognize in this work the subjectivities, memory, contexts of personal and work life, considering this identity not Only professional, but also personal. The objective of the research is to analyze the possible traits and processes of the identity formation of daycare workers in their life and professional trajectories. Who are these daycare women? Are there common brands in this category? How do they perceive themselves as educators? In this sense, we chose to study the trajectories of three women and teachers who work in early childhood education in municipal centers for early childhood education in the city of Maceió-AL. We observe, interpret, write, feel, photograph and speak in a given context. It is from this perspective that we ask ourselves about the identity processes of daycare workers, constituted in their life and work trajectories, opting for the methodological approach of Oral History. Open interviews were used, through which the oral statements of daycare workers were collected and recorded. Oral reports constituted the main source of research, however documentary sources were consulted, such as official documents.