A visão do educador da primeira infância frente à importância do seu trabalho

Abstract

Currently, in Brazil, approximately 3 million children aged 0 to 3 years old are enrolled in school institutions. However, given the accumulation of concepts that guide child development, many educators in this age group remain imbued with distorted ideas, becoming alien to their social importance and, mainly, to the full development of the subject. The objective of this research was to investigate the impact of the training of education professionals who work with children from 0 to 2 years of age for the educational context in which they work. This is an action research, with the participation of 19 education assistants responsible for the care of 71 children between 4 and 24 months of age, in schools of a public municipal network. The investigation took place in 3 stages: exploratory, action and evaluation. This article presents one of the stages developed, the exploratory stage. Integrated and complementary activities comprised data collection at this stage, including: open interview in a focus group, collection of participant observation in the classroom, document review, individual semi-structured interview and a situational test. The corresponding responses during the stages were categorized according to their content, which made it possible to process the information. Among the results found at this moment, it was found that the educational context in question remained based on assistentialist conceptions, such as which determined a series of behaviors that influenced the care of young children; the lack of knowledge of how the development of the young child occurs on the part of the participants did not provide child-friendly practices; the devaluation of education professionals was not as it led to notice its importance in the development of children from 0 to 2 years old.