| dc.description.abstract | Through the vast field that surrounds childhood and its multiplicities/specificities, it was attempted to configure/disfigure this universe in order to propose new perspectives. In this sense, the concept of “pedagogical territory” was constructed aiming to analyze and comprehend how this conception and the aspects the surround/influence it can contribute for the teacher professionalism in Early Childhood Education. The research was carried out in a Municipal Preschool in the city of Taquara/RS. It focused on the comprehension of concepts regarding childhood/time and space of teachers, as well as training paths pursed by the five interlocutors of the study. The formulated arguments were based on literature review of conceptions and concepts that supported the study and qualitative methods of research, which involved as methodological resources: observations, photographs, and focus group meetings. The research was based on: Barbosa (1998, 2000, 2006, 2010), Frabboni (1998), Horn (1998, 2003, 2013), Narodowski (2001), Oliveira (2002), among other authors and legislations that subsidize the childhood and the early childhood education thinking. Classical authors from the pedagogy field that contributed to conceptions about teaching and learning and the organization of spaces for children, such as Froebel, Montessori, Freinet, Vygotsky, and Wallon, were also used. Regarding concepts of space and territory, the study was supported by the concepts of Forneiro (1998), Haesbaert (2004), Neto (2000, 2008) and Souza (2001). Likewise, authors who are dedicated to research teacher education and the professionalism constitution, such as Freire and Shor (1986), Nóvoa (1991, 2011), Pereira (1996), Sacristan (1991), Tardif (2002, 2005), as well as Formosinho (2002) for the teacher professionalism, were used. The study showed the concept of children as protagonists of the leaning process in early childhood education. It also evidenced that the space needs to enable the students’ free choice and easy access to the materials and toys that are part of the classroom, since it needs constant (re)organization due to the children and their interests, that are also in constant change. Regarding time, it was detected that it needs to be lived, i.e., to be represented as an “everyday” possibility. Additionally, it was highlighted the tensioning lived by the teachers during this course. The teacher professionalism of an early childhood educator is understood as continuous, like a journey, a lifelong learning. In this process, it was found out the physical, functional, relational and temporal dimensions, and also indicators regarding shared teaching, perspectives and performance of the pedagogical coordination, and related factors, such as growth, organization and reorganization of space and parents participation, which makes the “pedagogical territory” an element capable of building the teacher professionalism in the first stage of basic education. | en |
