Experiência e memória na docência da Educação Infantil

Abstract

tccTeacher training implies constant investigation, and the quality of Early Childhood Education is strongly associated with this condition. In Antônio Nóvoa's theory, teaching only develops and constitutes itself professionally when faced with reflective and investigative processes of its practices, understanding them as unfinished processes. All formative processes occur through constructivism, from the inside out, within the school space and through collaboration with the peers involved. In Walter Benjamin's philosophy, teacher constitution is associated with the teacher's aesthetic experience, demystifying the unique technological and scientific imposition of knowledge acquired and practiced. This dissertation aimed to analyze, through the interpretation of images, the place of experience (aesthetics) and memory in the constitution of the teaching profession in Early Childhood Education. This objective achieved through exploratorydescriptive research using images from the voluntary participation of Early Childhood Education teachers, constituting data collected during a training course (which is also the educational product of the research). The results (products of narratives) organized into constructions of dialectical images (scenes) that culminated in the composition of a mosaic of the experience and memory of teaching, summarized in an artistic and aesthetic activity. These constituted alongside the artisan teaching of its stories and master of its narratives, as a technique for forming reinterpretations of singularities, organized and interpreted through historical events/objects. It concluded that the place of experience (aesthetics) and memory in the constitution of the teaching profession in Early Childhood Education, based on its artistic mosaic and the dialectical analysis of images. And history against the grain, allows us to affirm that the Early Childhood Education teacher constituted as a professional who learned to feel like a teacher, motivation or influences, from initial training to their practices and collaborative relationships with their peers in the school, as a space of continuous and complementary formative experience to university extension (to the diploma). Furthermore, this teacher shares experiences because they live and work within a community, strengthening themselves so that their challenges and uncertainties can be mitigated, while their aspirations can be strengthened and their social figure recognized and valued by society, based on their greatest asset – their experience.