UMA ANÁLISE DAS IMPLICAÇÕES DA FORMAÇÃO NA PRÁXIS PEDAGÓGICA DE PROFESSORAS DE EDUCAÇÃO INFANTIL NA CIDADE DE IMPERATRIZ - MA

Abstract

The investigation approaches the relationship between graduation and educational practice of teachers from an Infantile Education School of the Municipal School Network in Imperatriz - MA. It focuses on the curriculum and its relationship with the teacher graduation, the childhood historical life and the rising of the infantile education in Europe and in Brazil. It presents the public politics for the infantile education in Brazil and the contributions of infantile development psychology. It involves the graduation space and the theoreticalmethodological presuppositions that validate it as well as child's conceptions, childhood and infantile education that guide the pedagogic praxis. The theoretical base that validate this study is centered on authors like: Silva (2005), Lopes; Macedo (2002), in the field of curriculum, Tanuri (2000), Vilela (2000), Freitas (2001), Oliveira (2000), Barreto (2004) on teacher graduation and Phillipe Àires (1981) Freitas; Kuhlmann Jr. (1991) Kramer (2006), Kishimoto (2005), Campos; Rosemberg; Ferreira (2001), Kramer (1994) and Oliveira (2002) in the extent of childhood and infantile education, among others. The central objective planned for the research consists of analyzing the implications of the teacher graduation on the teachers' pedagogic praxes having as reference, the theoretical-methodological contributions which validate such courses under the educational legislation for infantile education. The adopted methodology is a research with teachers of a school of infantile education, in which the following instruments of collecting data were used: observation in class and semi-structured interview. The study points out for the need of an analysis of the graduation process undergone by the teachers so that they understand the theoreticalmethodological presuppositions which subsidize the organization of the pedagogical work and the construction of a praxes capable of assisting the child's demands in the context of the infantile education.