O lugar da educação infantil: a formação de professores para a infância na Argentina e Brasil

Abstract

The present study investigates the teachers training for Early Childhood Education in Brazil and Argentina, to this end we seek to understand the place of Early Childhood education in the curricular matrices of teachers training courses for this level of education from a comparative approach between Argentina and Brazil. As well as identifying and analyzing the differences, similarities and tendencies of the curricular matrices of the initial teacher training courses for Early Childhood Education in Brazil and Argentina, and understanding the conceptions of childhood and early childhood education that permeate the curricular matrices of the initial courses of teachers training. In order to delimit the research problem, readings brought us closer to the research object. Considering the guiding question, “What is the place of early childhood education in the curricular matrices of teacher training courses for this level of education in Brazil and Argentina?”, some questions were proposed: “Which teacher does this matrix intend to form?”, “Which kindergarten teacher is it intended to form?”, “To what extent does the curriculum correspond to the training needs of a teacher who works with children? "," Is there a dialogue between the objectives proposed by the curricular matrices and the educational policies of teacher training for early childhood and early education?”. The period turns to contemporaneity, considering the legal documents that base the training of teachers for childhood, as well as the matrices of the courses analyzed, between the periods of 2000 to 2019. The spatial cutout refers to Brazil and Argentina. The research sources correspond to the curricular matrices of teacher training courses for early childhood education in Brazil and of the teachers training courses in Early Education in Argentina, as well as the legislation, and the main normative documents. We established in this research, the documental analysis and the comparative approach as the methodologies. This analyzes showed that, in Argentina, childhood and early childhood education are highlighted in the Profesorado en Educación Inicial course. In Brazil, teachers training for this level of education is the background for the training range that the course offers. This research is connected to the line of Educational Policies, as well as to the research group Public Policies, Democracy and Urban Studies and the umbrella project Public Policies for Education in the Latin American Context.