Professoras Articuladoras do município do Rio de Janeiro: olhares quanto à Educação de bebês e crianças bem pequenas

Abstract

This dissertation is part of the academic production of the Center for Childhood Studies: Research & Extension (NEI:P&E), coordinated by Doctor Professor Vera Maria Ramos de Vasconcellos, linked to the Line of Research Childhood, Youth and Education of the Post-Graduate Program in Education, University of the State of Rio de Janeiro (PROPED/UERJ). The research analyzes the theme of Education of children from 0 to 3 years according to perspectives of Articulators Teachers (PA), professionals responsible for the pedagogical articulation in dialogue with the different segments present in public day care centers and Child Development Spaces (EDI), of the city of Rio de Janeiro. To this end, it has a dialogue with a PA group of the 7th Regional Coordination of Education (SME/RJ) with the intention of deepening investigations into the history of these professionals and their work in Early Childhood Education, with a focus on getting to know their looks about the education of babies and young children. Some questions guided the investigation, such as: when was the AP function created? What context prompted the creation of the function? What are the competencies attributed to these professionals? Who are the Teachers Articulators of the 7th CRE? What do you think about the education of young subjects? Can the role of Articulating Teacher be considered a public policy of Rio’s Early Childhood Education? Through the qualitative approach and elements of quantitative research, following guiding precepts of Bogdan and Biklen (1994), different strategies were adopted in the development of research: i) bibliographic research and document analysis; ii) application of printed questionnaire and online questionnaire; iii) virtual focal meeting (live). The results point to a profile mostly female in the exercise of the function of PA, occupying the position of Teacher of Early Childhood Education, with experience in the area prior to the performance of the function of Articulator Teacher. The large portion has a higher education degree in Pedagogy, attended a private educational institution. As for the performance of articulating teachers, the data indicate that these professionals perform activities that go beyond those described in the document that regulates the functioning of public day care centers (SME Resolution No. 816/2004), surpassing the pedagogical sphere. Her narratives present the tendency to associate the role of Articulator Teacher with a public policy of Early Childhood Education due to the relevant role in pedagogical articulation. They comprise the Education of children from 0 to 3 years as an important step in the integral development of babies and very young children and as a right, sometimes neglected. They point to actions for the valorization of the articulatory teacher function such as: continuing education, gratification for function performance, time for study and planning with the team. Despite the advances presented by the new SME Resolution No. 270/2021, which guides the activities of these professionals, some gaps allow to confuse the work expected to be performed by the.