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Previous issue date: 2012-02-16 / This study focuses on teacher s training in early childhood education, whose search problem lies in knowing the role of initial training in the reconstruction process of these professional identities, investigating the function of this training in the reconstruction of social representations of children education s future teachers about their profession. We developed a study based on qualitative research approach, whose theoretical and methodological framework was based on the Theory of Social Representations of Moscovici (2009). The data collection technique adopted was the application of questionnaires to 57 new students and 46 graduates of Pedagogy course of a private university in S?o Paulo state, among which we selected five graduating students to participate in semistructured interviews. The collected data were analyzed based on the identification of the following categories: teacher identity, conception of teacher and teacher training s challenges. The results indicated that this training course seems to have provided recognition to the early childhood s teacher as a professional one, with specific knowledge for its actions and, therefore, who needs to be professionally and socially recognized by the importance of its function. The investigation underscored how important is to rethink childhood s teacher identity in terms of professional recognition and its social, political and professional role. We value the contributions of this training course to the review of concepts and representations that interfere with this identity reconstruction and we realize that challenges are made to improve initial training in this course, such as internship, which needs to articulate the theory and promote more critical thoughts about the foundational concepts of the area; the need for deeper analysis of the curriculum to enable review of conceptions, allowing redraftings that deconstruct socially crystallized representations. Finally, by placing emphasis on these issues, we believe we are contributing to Educational research and, more specifically, to the identity formation of Childhood s Teachers, who belongs to a professional group entitled to exercise its teacher profession and the social function that historically characterizes it. / Este estudo aborda a forma??o de professores de educa??o infantil, cujo problema de pesquisa situa-se em conhecer o papel da forma??o inicial no processo de reconstru??o de sua identidade profissional, objetivando investigar o papel dessa forma??o na reconstru??o das representa??es sociais de futuras professoras de educa??o infantil sobre a profiss?o. Desenvolvemos um estudo baseado na abordagem qualitativa de pesquisa, cujo referencial te?rico-metodol?gico pautou-se na Teoria das Representa??es Sociais de Moscovici (2009). As t?cnicas de coleta de dados adotadas foram a aplica??o de 57 question?rios a alunos ingressantes e 46 concluintes de um curso de pedagogia de uma universidade particular do Estado de S?o Paulo, dentre os quais selecionamos cinco alunas concluintes para participarem da realiza??o de entrevistas semi-estruturadas. Os dados coletados foram analisados a partir da identifica??o das seguintes categorias de an?lise: identidade docente, concep??o de professor e desafios para a forma??o docente. Os resultados obtidos indicaram que esse curso de forma??o parece ter proporcionado o reconhecimento do professor da educa??o infantil enquanto pertencente ? categoria profissional professor, com saberes espec?ficos para sua atua??o e que, portanto, necessita ser reconhecido profissional e socialmente pela import?ncia de sua fun??o. A investiga??o ressaltou a necessidade de se repensar a identidade desse professor em termos de reconhecimento da profiss?o docente e do seu papel social, pol?tico e profissional. Destacamos as contribui??es desse curso de forma??o no que se refere ? revis?o de conceitos e representa??es que interferem nessa reconstru??o identit?ria e pudemos perceber que desafios est?o postos para aperfei?oar a forma??o inicial nesse curso, como a quest?o dos est?gios, que precisam articular a teoria e promover reflex?es mais cr?ticas sobre as concep??es fundantes da ?rea; a necessidade de uma an?lise mais aprofundada do curr?culo, a fim de permitir revis?es das concep??es, possibilitando reelabora??es que desconstruam representa??es cristalizadas socialmente. Finalmente, ao colocar essas quest?es em relevo, acreditamos estar contribuindo com a pesquisa em Educa??o e mais especificamente com a forma??o identit?ria dos professores de Educa??o Infantil, pertencentes a um grupo profissional que tem direito de exercer sua profissionalidade docente e a fun??o social que o define historicamente enquanto tal.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.bibliotecadigital.puc-campinas.edu.br:tede/694 |
| Date | 16 February 2012 |
| Creators | Massucato, Jaqueline Cristina |
| Contributors | Azevedo, Heloisa Helena Oliveira de, Rocha, Maria Silvia Pinto de Moura Librandi da, Fontana, Roseli Aparecida Ca??o |
| Publisher | Pontif?cia Universidade Cat?lica de Campinas, Programa de P?s-Gradua??o em Educa??o, PUC-Campinas, BR, CCHSA ? Centro de Ci?ncias Humanas e Sociais Aplicadas |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_CAMPINAS, instname:Pontifícia Universidade Católica de Campinas, instacron:PUC_CAMP |
| Rights | info:eu-repo/semantics/openAccess |
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