A formação do professor da educação infantil: uma análise do processo formativo dos acadêmicos do curso de pedagogia de uma universidade pública em Santarém - Pará

Abstract

This thesis aims to understand the scientific, human, political, and didactic-pedagogical aspects related to the initial training of teachers for work in Early Childhood Education, as developed in the undergraduate Pedagogy program at a public university in Santarém, Pará. This is a study grounded in historical-dialectical materialism and carried out through bibliographic, empirical, and documentary research. In the empirical stage, semi-structured interviews were conducted with eight faculty members of the Pedagogy program, including the course coordinator. The data were analyzed using data triangulation (Stake, 2007), based on three analytical axes: Axis 1 – course structure; Axis 2 – course curriculum; Axis 3 – teaching/learning conceptions underpinning the program. The results indicate that, scientifically, the university offers research support through undergraduate research scholarships and several institutionalized research groups, contributing to students’ scientific development. However, the number of scholarships is insufficient, making it necessary to redefine the allocation criteria. Regarding political formation, students are found to be highly engaged in social movements. On the human level, involvement in course activities has a significant impact on student development. Personal growth is evident, including respect for differences and an enhanced ability to reflect on one's role in the world as a citizen. This fosters a critical perspective on the aims of education, which should aim to transform and raise awareness about reality. In didactic-pedagogical terms, there are gaps in training that result in unpreparedness for effective practice in the educational field, such as limited knowledge of inclusive education, school management, Early Childhood Education (including nurseries and infants), pedagogical documentation, and lesson planning. Lastly, a recurring critique of the program is that it encompasses too many areas of practice, leading to a fragmented and incipient training, which highlights the dilemmas of teacher education and the profession itself.