Caring and Educating: teachers perceptions in a young childrens Education Centre in the city of São Paulo / Cuidar e educar: concepções de professoras de um Centro de Educação Infantil na cidade de São Paulo

AUTOR(ES)

Sandra Jerônimo do Nascimento Mattos

DATA DE PUBLICAÇÃO

2009

RESUMO

This current study concerns itself with those discussions involving the daily running of the crèche, Centro de Educação Infantil (Infant Education Centre) - CEI - which is legally recognized in São Paulo, and with the professional roles carried out by its educators, currently known as infant education professors PEIs. Taking the Vygotskian paradigm of human development as a theoretical base, here I focus the investigation on both the discussions and impasses that still surround the act of caring for, and educating, children in the zero to three year old age range in an institutional context, and on the search to better understand the mindsets that the CEI educators convey about their professional role. The main aim of this research is to identify how perceptions surrounding care and education are understood and internalized by educators and how, in their view, this translates into the daily work carried out together with those children and families attended by the CEI in the municipal of São Paulo. The qualitative method is used in this research. The material was collected using semistructured interviews, carried out on four educators who work for the Municipal of São Paulo. This research also aims to identify possible similarities and divergences among those statements collected, while taking into consideration the varying levels of academic formation and professional experience of those educators researched. An analysis of the data allowed us to substantiate that the different academic levels of education of those educators interviewed does not interfere in the way that they perceive the care and education of young children, thus showing that the prior academic education required by law has only functioned as a prerequisite to work in the area. This is not always a determining factor in the transformation of their perceptions or in the practice of carrying out their work as educators. The careeducation binomial, widely divulged in legal guidelines is presented in the daily running of the CEI in a divided manner, revealing that an adhesion to the new guidelines still only takes place in a discursive manner. This present study shows that the way in which the educators in CEI perceive the care and education of the children in their care is intimately related to the historical non-definition that still accompanies the role of Crèche educators.

ASSUNTO(S)

cuidado e educação concepções educadora professional role education and care perceptions educator crèche papel profissional creche

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