Inventando docências para a creche no curso de pedagogia da FURG

Abstract

The investigation that gives evidence to this thesis talks about a research and an academic writing that its target is the training for teaching children from zero to three years old, relating as locus of the examination the Pedagogy Course of the Federal University of Rio Grande – (FURG). As a general aim, I seek to analyze how teaching the day care center has been developed, considering aspects of FURG’s Pedagogy Course Curriculum. This attempt, having as sources of data written and oral documents, unfolds in analyzing the meanings attributed to babies and small children and their education in Early Childhood Education schools; the knowledge considered as necessary to teach in the day care center; the systems of thought and the experiences that build meanings about teaching in the day care center; the production of a type of intellectual in the developmental process of this course. Considering especially the concepts of curriculum, processes of subjectivation and invention from a post-structuralist approach, the production of data consisted of research strategies characteristic of the Case Study and Ethnography, such as the application of questionnaires, the realization of participant observations of the Supervised Curricular Internship meetings and guidelines with a group of six students, interviews with intern students and three course teachers, conversation clubs with the interns and analysis of course documents. In reference to ethical procedures, the participating subjects were informed about the risks and benefits of their participation in the research through a free and informed consent form – TCLE. As a result, it is demonstrated throughout the analyzes that the curriculum of FURG Pedagogy Course is a line of strength among other lines that debate the subjectivities of future teachers. Through the contingencies and embarrassment, tensioning knowledge and practices, the interns use certain strategies to invent themselves as teachers. An invention that is always partial, provisional and contradictory, which is made in the relationship to the institution of Early Childhood Education, along very young children and babies, with the school memory of the students and the tradition of Early Childhood Education, with the training institution from certain speeches of truth about how they should be and behave. An invention that dialogues to a memory and a utopia.