O trabalho de pedagogas nos cotidianos de uma escola de educação infantil: sentidos e historicidade

Abstract

This dissertation presented to the Programa de Pós-Graduação em Educação-Mestrado da Universidade Federal de Santa Maria, aims to socialize the reflections made from the analysis of interviews and observations conducted with educators who work in the school, in the classroom. We tried to study historicity of their work routine based on the meanings attributed by these educators, in their discourse, to their practical and pedagogical work. Therefore, historical materialism was chosen as the theoretical perspective of this paper and we adopted its dialectics as a methodological expression of analysis, i.e., it guides the way we think and interact with data, as well as the analysis of the material produced and the results presented. We introduce the daily work routine as the space and time of the experience, creations, struggles and transformations. In such context, data was collected from interviews and observations. It is important to mention that, in this interlocution, the researcher is not only the observer but also one of the interlocutors who observes and interacts at the same time. Dialogically elaborated, this concept allowed us to provide elements for understanding the research problem, considering the workplace as its routine. To understand how a teacher relates to his work and peers, it is necessary to study social relations and discourses in which these relations take place, in other words, the teacher (an employee) in a school environment (where he works). Thus, this paper is organized in three chapters. The first one introduces the methodological approach and the aspects of research based on one s routine. In the second chapter, theoretical discussions about the central categories of the research will be presented: routine, work, educators work, praxis. In the last one, we analyze the data produced. In doing so, this research was conceived, planned and developed to broaden the discussion on the work of the teacher, trying to make them keep their historicity, their ability to perceive themselves as subjects of history, making history.