Formação inicial docente para a educação infantil: análise das políticas

Abstract

This study has as its objective teacher training and its performance in Early Childhood Education, taking as its starting point the analysis of educational policies. The research seeks to answer the following question: how is the initial training of teachers to work in the early childhood education stage established in the national curriculum guidelines? For the preparation of the research, the general objective was chosen: to analyze how national curricular guidelines related to initial teacher training in higher education establish teacher training in teaching in Early Childhood Education; and as specific objectives: to identify, from the implementation of educational reforms in the 1990s, the developments in the pedagogy course and in the training of teachers for Early Childhood Education; understand the conceptions of childhood and the curricular changes that guide the Pedagogy course curricula; investigate the initial training guidelines, the educational policies that guide initial training and the teacher's performance in Early Childhood Education. The methodological procedure for carrying out the research was qualitative in nature, carried out through bibliographic and documentary research and was analyzed from the perspective of dialectical historical materialism as a theoretical reference, through some authors who allude to the concepts of State, man, work and society. It was elucidated, using certain authors, to discuss educational policy and the main curricular guidelines for teacher training such as DCN/2002, DCN/2006, DCN/2015 and DCN/2019, to better understand the political, ideological and economic, which involve and direct legal determinations for initial teacher training. From the analysis undertaken, it was understood that the initial teacher training course was regulated to meet educational demands based on economic systems in accordance with current governments. The national curriculum guidelines of 2002 and 2019 established training based on practical skills and abilities, the mere know-how. The DCN/2019, with a neoliberal governmental agenda and supported by technical rationality, caused a setback for initial teacher training, replacing the DCN/2015 which came with a training project with its own, solid identity and professional development, supported by the autonomous character, in which the teacher was the protagonist in his profession.