História e desafios da formação do educador de infância : estudo comparativo entre o Brasil e Portugal
Miniatura indisponível
Data
2022
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A presente pesquisa teve como objetivo, comparar a formação docente do educador
infantil no Brasil e em Portugal a fim de demonstrar diferentes aspectos formativos e
culturais em ambos países. A análise comparativa visa relatar aspectos da formação inicial
e realizar um panorama histórico entre a educação infantil brasileira e lusitana ao longo
dos tempos, através de aspectos da legislação que as conduz e os estudiosos que a
consolidaram. Foi utilizada a análise de artigos científicos e da legislação vigente para a
educação de infância entre as duas nações: Brasil e Portugal, a fim de traçar uma reflexão
e análise do papel do professor na educação de infância. Foi adotado o método qualitativo
com a utilização da técnica de análise documental de modo a estabelecer o contexto e a
correlação com o estudo por ser o que mais se coaduna com a problemática em questão.
Os descritores mais utilizados foram: “educação de infância”, “educador de infância”,
“formação docente” e “história da infância”. As buscas foram realizadas nas seguintes
bases de dados: SCIELO, EbscoHost, Education Full Text (Wilson Web), Portal da
CAPES e Google Scholar. As fontes utilizadas foram: (1) a Legislação sobre Formação
docente e Educação de Infância utilizada em Portugal; (2) a Legislação sobre Formação
docente e Educação Infantil utilizada no Brasil; (3) documentos e/ou pareceres legais e
(4) artigos científicos encontrados na base de dados. Desse modo a pesquisa vem
apresentar as diferenças entre a formação profissional do educador de infâncias no Brasil
e em Portugal e como estas vem possibilitar o desenvolvimento das habilidades e
competências específicas para que se possa atender a diversidade do currículo pedagógico
e o desenvolvimento integral da criança
This research aimed to compare the teacher training of early childhood educators in Brazil and Portugal in order to demonstrate different educational and cultural aspects in both countries. The comparative analysis aims to report aspects of initial education and provide a historical overview of Brazilian and Portuguese early childhood education over time, through aspects of the legislation that conducts them and the scholars who consolidated it. The analysis of scientific articles and current legislation for childhood education between the two nations: Brazil and Portugal, was used in order to outline a reflection and analysis of the role of the teacher in childhood education. The qualitative method was adopted with the use of the document analysis technique in order to establish the context and correlation with the study, as it is the one that best suits the issue in question. The most used descriptors were: “childhood education”, “kindergarten teacher”, “teacher training” and “history of childhood”. Searches were performed in the following databases: SCIELO, EbscoHost, Education Full Text (Wilson Web), CAPES Portal and Google Scholar. The sources used were: (1) the Legislation on Teacher Training and Childhood Education used in Portugal; (2) the Legislation on Teacher Training and Early Childhood Education used in Brazil; (3) documents and/or legal opinions and (4) scientific articles found in the database. Thus, the research presents the differences between the professional training of kindergarten teachers in Brazil and Portugal and how these enable the development of specific skills and competences so that the diversity of the pedagogical curriculum and the integral development of the child can be addressed
This research aimed to compare the teacher training of early childhood educators in Brazil and Portugal in order to demonstrate different educational and cultural aspects in both countries. The comparative analysis aims to report aspects of initial education and provide a historical overview of Brazilian and Portuguese early childhood education over time, through aspects of the legislation that conducts them and the scholars who consolidated it. The analysis of scientific articles and current legislation for childhood education between the two nations: Brazil and Portugal, was used in order to outline a reflection and analysis of the role of the teacher in childhood education. The qualitative method was adopted with the use of the document analysis technique in order to establish the context and correlation with the study, as it is the one that best suits the issue in question. The most used descriptors were: “childhood education”, “kindergarten teacher”, “teacher training” and “history of childhood”. Searches were performed in the following databases: SCIELO, EbscoHost, Education Full Text (Wilson Web), CAPES Portal and Google Scholar. The sources used were: (1) the Legislation on Teacher Training and Childhood Education used in Portugal; (2) the Legislation on Teacher Training and Early Childhood Education used in Brazil; (3) documents and/or legal opinions and (4) scientific articles found in the database. Thus, the research presents the differences between the professional training of kindergarten teachers in Brazil and Portugal and how these enable the development of specific skills and competences so that the diversity of the pedagogical curriculum and the integral development of the child can be addressed
Descrição
Orientação: José Viegas Brás
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO PRÉ-ESCOLAR, FORMAÇÃO DE PROFESSORES, EDUCADORES DE INFÂNCIA, PORTUGAL, BRASIL, EDUCATION, EARLY YEARS EDUCATION, TEACHERS EDUCATION, EARLY CHILDHOOD TEACHERS, BRAZIL