Investigando processos identitários das agentes auxiliares de uma creche no Rio de Janeiro

• Ano de defesa: 2015
• Autor(a) principal: Ferreira, Lilian dos Santos
• Orientador(a): Tavares, Maria Tereza Goudard
• Banca de defesa: Araújo, Mairce da Silva , Prestes, Zoia Ribeiro , Carreiro, Heloisa Josiele Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - Processos Formativos e Desigualdades Sociais
• Departamento: Centro de Educação e Humanidades::Faculdade de Formação de Professores
• País: BR
• Palavras-chave em Português: Agentes auxiliares de creche; Educação infantil; Processos formativos em creches; Narrativas de formação; Políticas de formação de educadores de educação Infantil
• Palavras-chave em Inglês: Nursery auxiliary staff; Child education; Formative processes in day care centers; Narratives training. Child educators training policies
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/9999

This dissertation investigated identitary processes of four professionals working in a public nursery school of the municipality of Rio de Janeiro, having as presupposition that historically in childhood education, in particular in the work at nursery schools, it is often the insertion of professionals who do not have the legal training required for working with children, both 0 to 3, and 4 to 6 years old.These professionals, mainly women, learn through their practical experiences without necessarily having any access to the required practical and theoretical foundations and then necessary to support the work they do with those children. In the city of Rio de Janeiro, the minimum education required for for auxiliary staff nursery established in the last contest sponsored by the city in 2007, it is still the elementary school, or not they are required institutionally, specific training to operate with small children, reiterating often the understanding that only "love" would be enough for professional work in the nursery.In this context, the frame of this research intended to investigate identity processes of Auxiliary Staff in a public nursery school in the urban suburb, as an attempt to understand the main issues in the professional training for Children Education policy in the city of Rio de Janeiro: the training constitution of these professionals, their difficulties in everyday work, how do they feel about the challenges they face when autonomy is required in their pedagogic work. In the theoretic-methodological point of view, this is a qualitative research, with a participative nature, that dialogue with social studies field authors of childhood, such as Aquino, Farias, Kramer, Rosemberg, Tavares and Vasconcellos, among others, intending to understand from the four formation of narratives (4) professionals from a public day care urban periphery, aspects of the constitution of their professional careers in the field of early childhood education, and discuss the function / training of these agents in their daily work routine in the investigated nursery school.