Compreensões de cuidado e educação das professoras das turmas de infantil 4 e 5 das escolas municipais de Francisco Beltrão/PR

Abstract

This study is related to the Culture, educational processes and teacher training research line of the Post-graduate Program in Education - Master in Education of the State Uiversity of Western Paraná (UNIOESTE), Francisco Beltrão/Paraná campus, and aims to show the understandings of care and education of teachers of Infantil 04 (four) and 05 (five) classes of the Public Education Network in Francisco Beltrão/ PR. According to the Law of Directives and Bases of National Education - nº 8384/96, the Infantil 04 (four) and 05 (five) classes, also called preschool, are belonging to the Child Education stage of education. In Francisco Beltrão/ PR, these classes are located in municipal schools that belong to the Primary I level, 1st (first) to 5th (fifth) grade. In this regard, our research question is: what are the understandings of care and education of the Infantil 04 (four) and 05 (five)'s teachers of the municipal schools in Francisco Beltrão/ PR?". Other questions permeate the main question: Are the discussion, historically situated in the Child Education also being made by the teachers of Child Education in spaces of Elementary School?; Are there an articulation between care and education in the teaching practice of the teachers of those institutions?; Are there a municipal training policy which is able to articulate those concepts?. In order to clarify the understanding of care and education of the teachers, we first conducted bibliographic research on the discussion of the topic between 2010 and 2020. In a second step, we analyzed how the PoliticalPedagogical Projects (PPP) of the municipal schools in Francisco Beltrão/ PR address the topic of care and education. Subsequently, we applied a questionnaire with the teachers of the classes aforementioned and conducted a structured interview with 02 (two) teachers, one of whom had more than 10 (ten) years of experience in the field and the other less than 03 (three) years. Based in Azevedo (2013), Kulhlman Jr (2010), Montenegro (2003), Tiriba (2005) among others, allied to a phenomenological perspective of data analysis, we sought to understandin the essence of the speeches the teachers' understandings about the theme from the study of the data we noticed that the teachers define Care from 03 themes listed in this work, while Education is defined from 04. The plurality of themes is due to the teachers' different relationships with the theme, whether through the way they approached it during their initial or continuing education. Finally, the themes are not isolated, because they are related to each other, highlighting the concepts of care and education as a binomial present and existing in the teachers' daily teaching practice.