O curso normal em nível médio: concepções e contribuição para a formação da professora de Educação Infantil

Abstract

This work proposes a reflection about the formation of a mean level child education teacher from the statewide network of Minas Gerais. The questions presented in this research were motivated from my performance as a normal class teacher in a mean level, in the State School Odilon Behrens, located in Belo Horizonte. The class mentioned is realized after the regular high school conclusion, divided in three periods or modules that happen in a period of a year and six months. The class was organized aiming up to attend both diferent demands, one to remedy a historical problem in this basic education stage that consists in the performance without the minimum formation required from LDB (Guidelines and Bases Law), and other to help people that are interested in qualifying for work in this field. The themes choice is explained, first, from the importance of initial formation and its implications in the child education teachers performance and from the interest in understanding the reasons that lead people to make this professional choice. The researchs general goal was analizying the conceptions that students from the 1º and 3ºperiod from the normal class in a mean level/ child education teachers have about teaching in this Basic Education stage e as especific goals: 1- Identify which are the factors that lead the student to look for the class; 2- Understand the expectations they have towards the formation; 3- Analyze the extent to which the students conceptions approach the conceptions from the Child Education teachers present in the class curriculum and in the DCNEI (National Child Education Curriculum Guidelines). The methodology adopted consisted on the application of a survey. The instrument used has 23 questions and was applied in 33 students from the 1° period (beginning of the course) and 23 students from the 3° period (end of the course). The studies showed that the freshmen in the course are unaware of leader documents, legislations that regulate the field and the specificities that involve teaching in Child Education. On the other hand, in the end of the course is possible to identify that many students demonstrate not just knowledge of documents and legislations but also conceptions of children, childhood and education that are very close to the conceptions present in the DCNEI and in the courses curriculum. For a professional qualification that leads to improvements on the teachers performance, it is necessary that the course that form teachers develop learning strategies that propitiate the acquirement of skills considered basic for the professions exercise, which means, by a theoretical-practical action, do immediately a union of the reflection and theoretical systematization of this doing.