Made available in DSpace on 2016-04-04T18:33:12Z (GMT). No. of bitstreams: 1 Taciana Saciloto Real Cordao.pdf: 1093665 bytes, checksum: db2903542ec28951c0dc0d7c6c26be4b (MD5) Previous issue date: 2013-10-31 / This research deals with the formative needs of early childhood education teachers, whose problematic is identifying what are the formative needs of early childhood education teachers that work with children from zero to three years old and the difficulties that they encounter in their function. We support that in this stage of early childhood education there must be intentionality in the act of teaching children, sharing a concept that aims to have professors with college degree and with a suitable education to the demands that teaching children from zero to three years old requires. Our main goal was to identify the formative needs of early childhood teachers from two Municipal Centers of Early Childhood Education in Campinas city and it was done through semi structured interviews and a documental analysis of the curriculum and early childhood discipline content of initial education courses from Campinas Metropolitan Region. We also verified the specific knowledge related to the education needed to work with children from zero to three years old. The data analysis was done based on the historicalcultural theory of human development and in the historical-critic pedagogy. Our results revealed the need to articulate theory and practice in the early childhood courses, considering the teacher s work as praxis and supporting the inseparability between theory and practice in all pedagogy courses disciplines. Furthermore, the initial formation of teachers should be close to the schools reality, having the teachers work as a starting point and grounded by education theories. Another issue discussed in this research is the early childhood education teachers belittling. So we pointed out the need for teachers to be recognized as a person who uses intellectual, intentional and conscious work aimed to the development and learning of children in their practice. / Esta pesquisa trata de necessidades formativas de professores de educa??o infantil, cuja problem?tica situa-se em identificar quais as necessidades formativas de professores de educa??o infantil que trabalham com crian?as de zero a tr?s anos de idade e as dificuldades que enfrentam no exerc?cio da fun??o de professores de educa??o infantil. Defendemos que nessa etapa da educa??o b?sica se tenha intencionalidade no ato de ensinar aos pequenos, compartilhando de uma concep??o que visa um atendimento feito por professores formados em curso superior, com forma??o adequada ?s exig?ncias da pr?tica docente com as crian?as de zero a tr?s anos de idade. Nosso objetivo central foi identificar as necessidades formativas de professoras dessa faixa et?ria, de dois Centros Municipais de Educa??o Infantil do munic?pio de Campinas, por meio de entrevistas semiestruturadas e an?lise documental da matriz curricular e ementas de disciplinas de educa??o infantil de cursos de forma??o inicial, da regi?o metropolitana de Campinas. Buscamos tamb?m verificar os conhecimentos relacionados especificamente ? forma??o para o trabalho com as crian?as de zero a tr?s anos de idade. A an?lise dos dados foi realizada com base na teoria hist?rico-cultural de desenvolvimento humano e na pedagogia hist?rico-cr?tica. Nossos resultados revelaram a necessidade de os cursos de forma??o inicial considerarem o trabalho docente como pr?xis, defendendo a indissociabilidade entre a teoria e pr?tica, em todas as disciplinas dos cursos de pedagogia. Al?m disso, a forma??o inicial de professores deve aproximar-se da realidade das escolas, tendo o trabalho docente como ponto de partida, fundamentado pelas teorias da educa??o. Outra quest?o discutida em nossa pesquisa ? a desvaloriza??o do professor de educa??o infantil. Por fim, apontamos a necessidade de que esse professor seja reconhecido como docente que realiza em sua pr?tica um trabalho intelectual, intencional e consciente, visando o desenvolvimento e aprendizado das crian?as.