Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais

Abstract

This research focuses on initial training in Pedagogy courses at the Federal Institutes of Education, Sciene and Technology (IFs), anchored in Bakhtin (1997, 2002, 2009, 2010, 2012, 2013), through a qualitative perspective. Configuring itself as na exploratory research, the objective of this research was to analyze how initial training for teachein in child education is configures, in the contexto of IFs, the relationships between the institutional technical and technological professional purpose and the training proposed in the courses. In this contexto, this thesis is linked to the researche group “Training and Performance of educators” (GRUFAE) at the Federal University of Espírito Santo (UFES). To this end, the Pedagogical Course Projects (PPCs) and the teachers´ Lattes CVs were analyzed through document analysis. Additionally, as a way of communicating with teachers, online questionnaires were sent to their email. To dialogue with the accumulations on the topic, this study carried out a review of works noting the scarcity of studies on Pedagogy courses in IFs (Côco; Bianch, 2020). Therefore, unsderstanding the surrounding policies became relevant (Brasil, 2006, 2015, 2017, 2019). In deepening the theoretical-methodological assumptions of the research the concepts of memory of the future and otherness (Bakhtin, 1997) are visited to reflect on Pedagogy courses. The results point to the presence of EI in PPCs in wich there is a variation from zero to eight mandatory theoretical subjects per course. Less frequently, They presente optional subjects. Interships for this age group are presente in all courses with diferente organizations. Data relating to the training of 532 teachers of Pedagogy courses was analyzed, pointing out a diversity of specialties, which denotes interdisciplinar potential in training. The teaching statements about the courses indicatechallenges in integrating the disciplines They teach with the specifity of child education, in addition to examinig the potical and institutional relationships of the courses. Even though the number of teaching pedagogues is low, high engagement with the courses is emphasized in the etatements. Finally, the need for discussion about teaching degrees in IFs is reiterated, especially about Pedagogy, given the recente scenario of course reformulation (Brazil, 2019) and the debates surrounding them, combined with the growth in the number of teachers of child education em Brazil.