As concepções de educação do professor na educação infantil

Abstract

The objective of this paper is presents some reflections on the theoretical orientations that guide the pedagogical practice of the kindergarten teachers. The choice to work this issue due to the importance that the theoretical foundation has on the planning and implementation of educational activities. In support of this research initially conducted a literature search on the various pedagogical trends, using as the foundation of our arguments thoughts of authors like Saviani (1985), Freire (1996), Libâneo (1994), among others. Subsequently, we analyzed the content of RCNEI (1985) in order to understand what the epistemological principles that underpin the pedagogical proposals of this document. The attention given to RCNEI (1998) justified by the fact that this document is widely used by Brazilian teachers, as a guide for preparing their lesson plans. Having the locked academic debates on the subject undertook to carry out an exploratory field research, analytical and descriptive, collecting data by applyin g a semi-structured questionnaire, with teachers of a nursery located in the municipality of Benito Santa Fe, PB. Our intention was to understand what theoretical principles used by teachers in support of their classes. We concluded that the teachers make methodological choices consistent with general epistemological principles, but not attached to a single theoretical orientation.