Educação, formação e interações: uma análise sobre o cotidiano da pré-escola (4 a 5 anos) no município de João Pessoa/PB

Abstract

The work titled "Education, Training and Interactions: an analysis of the daily pre-school (4-5 years) in the city of João Pessoa", general aims evaluate the relations quality that the teacher of Early Childhood Education promotes with children, by evaluation situations from interaction between adult-children inherent in the context of kindergartens and preschools. The specific objectives are: investigate the training of teachers of early childhood education engaged in pre-school, assess the commitment of teachers on educational developed, from the analysis of adult-child interactions. In this meaning, the research aims to answer the following question: which and how everyday situations in preschools turn into contexts of promoting integral development, in order to guarantee the quality of early childhood education offered? In order to answer our research question and achieve the proposed objectives, we based the analysis on national documentary. The research carried with nature quantitative and qualitative, is based on the qualitative aspects of the teaching-learning process and the social interactions that promotes autonomy in young children. The research was divided into three stages, the first by characterized survey of 40 schools from kindergarten. The second stage consisted of the interviews on the formation of educators teaching and application forms with information about the schools. 26 participants took part in this step, being fifteen teachers, four monitors and seven managers. In the third stage of the research were carried out observations of teaching practice with the completion of the Adult Engagement Scale, instrument provided by "Project Handbook Developing Quality Partnerships" – (DQP). The information sheets and the processes of interviews were analyzed according to the Manual DQP. The data demonstrate that generally, we still see actions and decisions based on maternalist vision of early childhood education, where predominates the idea that the person works with young children, performing care functions, more specifically monitors. In respect the level of training of teachers and monitors, the requirements are in accordance with the law. With regard to the observations made in the Adult Engagement Scale, a considerable number of observations of teaching practice, the absence of lack of commitment especially in the adult autonomous category.