Docência nos anos iniciais do ensino fundamental: o desenvolvimento de saberes sobre o trabalho infantil doméstico

Abstract

The national legislation prohibits the exploitation of domestic child labor. It so happens that, despite the current legislation, the official indicators show that this practice still exists in the daily lives of thousands of children. In this sense, seeking to bring alternatives and new methodological proposals to combat the exploitation of domestic child labor, we found in the teaching knowledge a possible tool for identification and intervention. Guided by the problem “What are the teaching knowledge related to domestic child work developed by teachers of the early years from a training action focused on this theme?”, we dedicated ourselves to revealing and discussing the knowledge developed by teachers in the early years of elementary school, as well as studying how they could be related to domestic child labor, aiming at a possible identification and pedagogical intervention. Supported by the conceptual basis related to Maurice Tardif's teaching knowledge and guided by the assumptions of the qualitative approach of field research, we carried out the investigation in the context of a training activity, permeated by contents in the area of Law and Education, which involved sixteen teachers from the elementary school, focusing on the development of knowledge for the identification of domestic child labor. The empirical material of the study, organized based on Laurence Bardin's content analysis assumptions, was constructed from audio and video recordings of the meetings, field notes, as well as the application of a questionnaire. The analysis showed different aspects of teaching knowledge about child domestic work, which constituted two categories of analysis. Knowledge of training and curricula, which cover the questioning of preconceptions about domestic child labor instituted in society and the resignification of the theme from the deepening of theoretical and legal elements. Experiential knowledge moved by teachers when reflecting on this topic, considering the experiences in the classroom, namely: the implications and challenges of child labor in educational processes, knowledge of school and student contexts and its potential for identifying child domestic work, false beliefs about the benefits of child domestic work, understanding of the implications of socioeconomic aspects in the incidence of child labor and child domestic work on children's development, as well as the possibilities and proposals for intervention in the classroom. In this perspective, the development of experiential knowledge, in close relationship with training knowledge, can provide the teacher with theoretical and practical subsidies that enable him to identify, characterize and intervene in child labor situations.