Os saberes docentes na educação infantil: uma análise reflexiva a partir de um estudo de estado do conhecimento

Abstract

The present study has as its theme the teaching knowledge in Early Childhood Education and consists of carrying out qualitative research of a bibliographic nature, identifying the State of Knowledge as a methodological formalization for the development of the investigative path that sought to answer the following research problem: what do they say? The scientific productions of the BDTB and OASISbr repositories about the teaching knowledge that constitutes the Early Childhood Education teachers? Therefore, the general objective is to identify the teaching knowledge that constitutes the teachers of Early Childhood Education, highlighted in the scientific productions researched in the BDTD and OASISbr between the years 2016 and 2021. This research carried out a bibliographic analysis, on the platforms Brazilian Digital Library of Theses and Dissertations (BDTD) and on the Brazilian Open Access Publications and Scientific Data Portal (OASISbr) platform, within the axis of teaching knowledge in Early Childhood Education, an “estado de conhecimento” was carried out and later a content analysis. The methodology of this study seeks to analyze 111 documents that were published on the BDTD and OASISbr platforms, between the years 2016 and 2021, to improve the intelligence about teaching knowledge, from the publications that already exist and with this to carry out a detailed analysis, to highlight the teaching knowledge. As a theoretical contribution we mention Tardif (2014) and Pimenta (1999; 2020), who highlight in their works, the teaching knowledge, its specificities, and its plurality, we emphasize that to think about Early Childhood Education, we mention teaching and the cultures of childhood, its historicity and pedagogical knowledge. The results of the investigation and systematic categorization of the data are based on the analysis of 14 documents, which are divided into Theses, Dissertations and Articles, read in full, which highlight the teaching knowledge present in the culture of teaching in Childhood. It was concluded through this study that teaching knowledge is part of the professionalization of being a teacher and is related to its practice, and through this specific knowledge described as experiences, pedagogical and knowledge together build the knowledge of the teacher's life.