Gestão na escola de educação infantil e trabalho das professoras: concepções e possíveis ressignificações

Abstract

Six female teachers at a Childhood-Education School of the public education system at a municipality in the very center of Rio Grande do Sul State are the interlocutor subjects in this qualitative research – case-study. The main focus of the this questionnaire based research was the knowing and mapping of the teachers’ understandings about their own work at the school, in order to analyze and link then with the possible resignifications of the management in the Childhood-Education School. In the context of the educational policies was made a characterization of the democratic management at the Public School as the time and space for the articulating of the conditions and demands to construct singular and collective pedagogical projects. The origins of the childhood’ institutionalization and its relations with the female professionalization are the references to reveal and question the new elements that appeared with the teachers’ narratives, namely: children, families, collective work and management team. It is important to stress that the majority of the teachers has a working time equal or higher than forty hours a week with different levels of performance and at different schools with continuous exchange of teachers, causing discontinuity in the pedagogical proposal. The teachers exhibit a distinct understanding about their own work; they are pleased with the School management, but claim for a greater integration between the turns in order to reach a real collective work. The main conclusion of the research points out the possibility of resignification in the management of the Childhood Education School if the management team valorizes and promotes the good working of the teachers’ activities.