A indissociabilidade entre o cuidar, o educar e o ensinar na concepção de professoras da educação infantil em João Pessoa - PB

Abstract

The relationship between caring and educating, as recommended by the Curriculum Guidelines for Early Childhood Education, as well as in the Municipal Pedagogical Guidelines of João Pessoa, should be incorporated into the educational practices for the integral development of children in Early Childhood Education, so that there is no dichotomy between caring and educating. However, starting from discussions and experiences lived by the researcher, during her academic trajectory, in which teaching appears as a third element of educational practice, the present study proposes to understand the conceptions of Early Childhood Education teachers about the teaching present in the binomial "care and educate". Thus, to achieve this goal, a qualitative research was carried out from the perspective of historical and dialectical materialism. To participate in the research, 4 (four) teachers of Early Childhood Education of 2 (two) Municipal Centers of Early Childhood Education (CMEI) were invited on a voluntary basis, 2 from each institution and who work in the Pre II Group with children from 04 to 05 years and 11 months. For the collection of information, semi-structured interviews were conducted and then transcribed. The results obtained after the analyses indicate that, in the conceptions of the interviewed teachers, teaching is present in their pedagogical practices, on the one hand crossing the binomial "care and educate", even if this fact appears sometimes in an implicit way; and, on the other hand, there is a denial of inseparability in the maxim "care and educate", since care ends up to stand out in the pedagogical practice of these teachers. Thus, the present study points to the critical conception of teaching, in Early Childhood Education, located in the perspective of Historical-Critical Pedagogy (PHC), in view of the role of education in the human formation of subjects and the teacher in the formation of new generations.