A docência na educação infantil construída na e pela literatura pedagógica acadêmica
Cuty, Pâmela Franciele Nunes
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DescriptionThis master’s thesis identifies, describes, and analyzes the thematic emphases that make up the academic pedagogical literature that is intended for teachers who work in early childhood education. The theoretical and methodological fields on which the research is based are teaching studies, early childhood education studies, and gender studies, in conjunction with the poststructuralist perspective. This investigation holds the bibliographical research model as its methodological procedure, assuming a set of five books that are considered “academic pedagogical literature” as empirical material, since they focus on educational themes, are largely related to research, and/or are present in universities, teacher training courses, and schools. In the theoretical fields already mentioned, teaching is taken as an analysis tool from which, in conjunction with the concepts of teaching professionalism, gender, and neoliberal governmentality, the following thematic emphases are examined: inseparability between caring and educating, organization of space, materials and time, relationship with the child, importance of recording and developing pedagogical projects. The thematic emphases are called into question, arguing that, on the one hand, there is a lack of articulation between the thematic emphases and a broader critical appreciation of the teaching profession; on the other hand, such emphases present ways of planning the pedagogical work and being a teacher in the first stage of basic education. From this perspective, it was possible to reflect on the constitution of the work of Early Childhood Education teachers and how books can work as prescriptions that guide their conducts in certain ways. It is also questioned how the thematic emphases reverberate in the field of teaching as a whole, making space for the weakening of aspects regarding teaching professionalism and its power of authorship and creation, especially when the teacher ends up depending on trends and pedagogical models for the exercise of his or her work.
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