O período de adaptação nos centros de educação infantil: um estudo sobre a formação dos professores no município de Chapecó

Abstract

The interest in doing this study arose from the worries, anxieties and difficulties experienced during the completion of our internships (compulsory and non-compulsory), in relation to the adaptation of the infants who entered the Municipal Infant Education Centers (CEIMs). Based on Bronfenbrenner's, when we opted for this study we assume that entering nursery schools and pre-schools constitutes a very important transition in the development of children, especially infants. When they join the CEIMs, these children are inserted into a new microsystem, with people, objects, symbols, rules and forms of interaction very different from those that constitute the family microsystem. This insertion into a new microsystem is usually a painful experience for both children and their families, requiring a specific preparation of the teachers, to deal with this situation and to succeed in reassuring parents and children, ensuring that this transitional period becomes a learning opportunity and contributes to the healthy development of the child. So, this work aims to raise the orientations and actions carried out by the Secretary of Education (SEDUC) of Chapecó with a view to the preparation of the teachers for the period of adaptation of the children in the CEIMS. In order to do so, the documents produced by SEDUC were analyzed with regard to the training of the teachers of the CEIMs, from 2014 to 2016. The analysis showed the concern of SEDUC to inform and discuss with the teachers several topics related to both general issues of education, as well as more specific issues, aimed at the instrumentalization for their daily practices, such as: pedagogical proposals, curriculum, evaluation, quality, play, routine and health. However, no specific training was found that allowed to deepen the knowledge and elaborate pedagogical strategies for a better understanding and coping with the difficulties encountered during the adaptation period. As students of the Pedagody course we did not have the opportunity to discuss this topic further in our course, even though it had arisen in some discussions of various curricular components to illustrate some theories or proposals that were being debated. Thus, we suggest that the period of adaptation be a topic of study, both in the initial formation and in the continuing education of the teachers of Early Childhood Education.