A FORMAÇÃO INICIAL DO PROFESSOR DA EDUCAÇÃO INFANTIL: UM ESTUDO A PARTIR DOS PROJETOS PEDAGÓGICOS DOS CURSOS DE PEDAGOGIA DA UFMS

Abstract

The historical advance of work with Early Childhood Education, based on theoretical-methodological frameworks and political-pedagogical concepts, ended up having a direct and profound impact on the training of professionals to work in Early Childhood Education, demanding the production of full teacher training processes, but without disregarding the specificities of this educational stage. In the Brazilian education system, the Pedagogy course has come to be seen as a training space that holds all the political-pedagogical intentions and theoretical-practical expectations of teacher training in dialogue with the new demands and specificities of Early Childhood Education. Therefore, this research is based on the problem-hypothesis that the training demands placed on the Pedagogy course, as well as those inherent in the current curricular reforms for teacher training, end up not only failing to provide the theoretical-methodological depth capable of equipping the pedagogue in their work as a teacher in early childhood education, but also failing to provide a more contextualized approach and reading of the specificity of the challenges within the scope of their training to work in education. General objective: To analyze initial training within the scope of Pedagogy Courses at the University in the face of the demands and specificities of teaching in early childhood education Specific objectives: To study the characteristics of the proposal for initial training in early childhood education within the scope of UFMS Pedagogy Courses; To analyze the theoretical, political and cultural conceptions and the legal bases that guide UFMS pedagogy PPCs; To understand the potential and limits of initial training to work in early childhood education developed in UFMS pedagogy courses. Using a qualitative approach, the research is structured as a critical-analytical exercise, with the contribution of the Documentary Analysis technique, by analyzing the PPCs - Pedagogical Projects of the Pedagogy Courses offered at the Federal University of Mato Grosso do Sul (UFMS). The guidelines and norms of early childhood education policy and teacher training policy must be present in the Political Pedagogical Projects of the degree courses. In this sense, we hope to reflect on the historical and legal aspects of the university's political-pedagogical proposal, among the other documents and policies that permeate the pedagogical proposal for training teachers to work in early childhood education, in the light of the Historical-Cultural Theory in the pedagogical projects of the degree courses through the Pedagogy Courses offered by the Federal University of Mato Grosso do Sul.

Keywords: Initial training. Pedagogical project. Early childhood education.