O descompasso entre as políticas públicas de formação do professor de educação infantil e a prática cotidiana do município de Bayeux na Paraíba

Abstract

This research presents the mismatch between the training of teachers of early childhood education and the recent process of incorporation of the municipal education systems, reflecting on the repetition of outdated social practices that are in everyday material, such as the devaluation of the professional who works in this step of education, the dichotomy between care and education, the proposed construction of municipal public network without the commitment to quality, the hiring of a professional without the minimum qualification required by the LDB, or high school in Normal mode. Aims to examine the public policy of training teachers of early childhood education, implemented by the State pós-LDB/96, from the seizure of its materialization in daily practice of the city of Bayeux, in Paraíba. For this, it is in the public educational policies from the 1990s, the historian of the teacher training of early childhood education; describe the performance of the official policy in daily practice and resume the main events present the relations between state policies and locations. In the survey, use devices such as legal documents, training plans and reports. Through the analysis it was possible to identify the main characteristics of the teacher training policies of early childhood education in the county searched. We note the sign of dichotomy daycare / preschool policies for teacher training played by the division / service providers, the disparity of the profile of professionals who work in nurseries and pre-schools. For training / development work, the nursery area is considered of lesser qualification, pay less. Although the city has focused on systematic policy of teacher training for early childhood education, professionals in the nursery did not participate in training processes. There is also the imminent impact of programs of continuing education from the Federal Government and the National Curriculum reference to Child Rearing, showing the trend of investment in continuing education. It supports the hypothesis that the formation of public policy professor of early childhood education meet the demands of social and educational practices created by the Brazilian post- LDB/96, triggering power relations - ie. It is noted that there is a mismatch between the official and the daily practice of the municipalities. The research showed that, in the city of Bayeux, the realization of policies from the state and gaps, especially regarding how it is enabled.