Docência compartilhada na educação infantil: implicações das formas de organização do trabalho nas identidades docentes de professoras de crianças de zero a dois anos de idade

Abstract

The aim of this dissertation was to investigate the implications of the work organization forms in the construction of the teacher’s identities who work in the care and education of children from zero to two-years-old at Unidade Municipal de Educação Infantil (UMEI) in the city of Belo Horizonte, Brazil. It seeks to understand the processes of teacher's identity construction articulating the references of studies on teaching in general context and those of the area of early childhood education that confer specificity to this activity in relation to the other levels of basic education. For this purpose, the qualitative approach was used as a methodology, having as production/data collection procedures: documentary analysis that focused on the legal prescriptions and normative instruments that deal with the teachers work organization who work at Unidade Municipal de Educação Infantil (UMEI) in the city of Belo Horizonte, Brazil; the observation of the working context of one infant class and one child class with two-years-old; interviews with six teachers, a coordinator, and an early educational support assistant; finally, a form to complement the data collected by the other instruments used. The results of this research revealed that the work organization was a relevant concept in the understanding not only of the work context and of the relationships between the teachers and auxiliaries in the nursery and the two-year-old class, but also in the understanding of the singularities and the differences between each context. Therefore, it reveals the necessity to shed light on the forms of work organization constructed by the teachers and the institution, and their meanings attributed to the shared teaching in early childhood education in the perspective of the discussions about the teacher’s identities in this stage of basic education