Ser professora de educa??o infantil nos CMEIS e pr?-escolas de rede municipal de ensino de Conc?ridia, SC: uma contribui??o para o estudo das representa??es sociais sobre o trabalho docente

This study aimed to verify if the professional practice in different institutions (CMEI or schools) interferes teacher?s representation in Children's Education about their work in the city of Concordia-SC. It was used as theoretical framework, the social representations theory, created by Serge Moscovici and as a support to understand the specifics of the investigated field, it was used a vast literature on childhood education, especially the ones produced in Brazil. 97 teachers who work with children Education in the city of Concordia participated in this study, hence, out of these 97, 32 work in pre-school classes and 65 in Municipal Centers of Early Childhood Education (CMEIs). The instruments used for data collection were the Free Association Technique words (TALP), a survey to categorize the participant?s profile and a questionnaire developed specifically to investigate the objective in case, in which the filling of the items resulted in the composition of a letter where the teachers clarified and advised a friend about his work (questionnaire letter). To accomplish the TALP, it was used the following words inducers: daycare, preschool, child, teacher and play. This technique allowed to formulate hypotheses about the contents and structure of Social Representation. In order to analyze the data produced in TALP, the aid of the software Iramuteq (Prototypical analysis) was required. Five issues examined in the questionnaire letter made possible to verify that, schools as well as CMEIS teachers say their tasks are the activity planning, observation and children assessment, highlighting the play as the most important part in their work and they worry about the ethical and affective dimensions of their relationship with the children. The results obtained with TALP show that the familiarity with the idea of teacher and Children?s education is made possible by approaching the ideas of playing and learning, education and knowledge and emphasizes three aspects of the teacher education in early childhood education, anchored in the representations of good professional, learning and child, which are linked together through the idea of responsibility, education and knowledge. Early Childhood Education teacher?s representation also highlights the importance of the game, playfulness and care, yet it is felt like it's not very clear to the participants the meaning of care other than the physiological needs and the integration between play and learning is. Taking in consideration this study only allowed to analyze some of the data obtained with the questionnaires, it is believed further clarification will be achieved when all analyzes are made.Este estudo teve como objetivo verificar se o exerc?cio profissional em diferentes institui??es (CMEI ou escola) interfere nas representa??es das professoras de Educa??o Infantil do munic?pio de Conc?rdia sobre o seu trabalho. Adotamos como quadro te?rico de refer?ncia a Teoria das Representa??es Sociais, criada por Serge Moscovici e, como apoio para a compreens?o das especificidades do campo investigado, utilizamos uma vasta literatura sobre Educa??o Infantil, sobretudo a produzida no Brasil. Participaram de nosso estudo 97 professoras de Educa??o Infantil do munic?pio de Conc?rdia, sendo que, destas, 32 atuam em escolas com turmas de pr?-escola e 65 em Centros Municipais de Educa??o Infantil (CMEIs). Os instrumentos utilizados para a coleta de dados foram a T?cnica de Associa??o Livre de Palavras (TALP), um question?rio para levantamento do perfil das participantes e um question?rio desenhado especificamente para a investiga??o do objetivo proposto, em que o preenchimento dos itens resultava na composi??o de uma carta em que a respondente esclarecia e aconselhava um amigo sobre seu trabalho (question?rio carta). Para realizarmos a TALP, utilizamos as seguintes palavras indutoras: creche, pr?-escola, crian?a, professor e brincadeira. Esta t?cnica possibilita formular hip?teses sobre os conte?dos e a estrutura das Representa??es Sociais. Para a an?lise dos dados produzidos na TALP, recorremos ao aux?lio do software Iramuteq (an?lise protot?pica). As cinco quest?es analisadas do question?rio carta, possibilitaram verificar que tanto as professoras dos CMEIS como das escolas colocam como suas tarefas o planejamento das atividades e a observa??o e a avalia??o das crian?as, destacando a brincadeira como central em seu trabalho e se preocupando com as dimens?es ?ticas e afetivas de sua rela??o com as crian?as. Os resultados da TALP mostram que a familiariza??o com a ideia de professor de educa??o infantil se torna poss?vel pela aproxima??o das ideias de brincar e de aprendizagem, de educar e conhecimentos e destacam tr?s facetas na representa??o da professora de Educa??o Infantil, ancoradas nas representa??es de bom profissional, de aprendizagem e de crian?a, as quais se articulam entre si por meio da ideia de responsabilidade, de educar e de conhecimento. A representa??o de professor de Educa??o Infantil tamb?m evidencia a import?ncia da brincadeira, da ludicidade e do cuidado, no entanto ainda parece que n?o est? muito claro para as respondentes o que significa o cuidado para al?m do atendimento ?s necessidades fisiol?gicas e como se d? a integra??o entre o brincar e o aprender. Como neste trabalho s? foi poss?vel analisar parte dos dados obtidos com os question?rios, acredita-se que novos esclarecimentos ser?o obtidos quando todas as an?lises forem realizadas