A formação inicial do professor da educação infantil: perspectivas apontadas nos documentos oficiais

Abstract

Our work aims to discuss the profile of the teacher and the understanding of the child in early childhood education, taking as a parameter the National Curriculum Framework for Early Childhood Education (RCNEI’s) and the National Curricular Common Base (BNCC). We discuss the historical conception of children and their childhood, the learning rights proposed by the BNCC and the importance of initial and continuous training to understand the profile of the teacher of early childhood education through the analysis of these official documents and theoretical studies in the area. Our results point to the recognition of the existence of different childhoods, understanding the child as a historical being and situated, in constant transformation, that must have its characteristics and development respected, being guaranteed the right to be and be in the world, enjoying the zeal and the responsibility of the family and early childhood education institutions, with a view to promoting their integral development as a member of a community and inserted in a culture. Our conclusions point out that the teacher must know characteristics of the development of the child, recognize the importance of caring and educating, playing and interactions with the other (child - adult), appropriating a theoretical and methodological framework that supports such actions, understanding the importance of continuing education that aims at a teaching practice that effectively meets the needs of the child and allows real conditions for the development of their multiple learning. Finally, we point out that the BNCC is provoking several questions by the educational entities, both for the undemocratic process of its formulation, and for the risk of negatively influencing the policy of initial teacher training.