Early Childhood Education: Formative Processes, Practices and the Configuration

of Teaching in the Municipal Schools of Early Childhood and

Elementary Education of Guarapari/ES

Conceição Regina Pinto de Oliveira, Valdete Côco 
(Federal University of Espírito Santo, Brazil)

Abstract: In this paper, we bring forward part of a research named, A place called EMEIEF (MSECEE — Municipal Schools of Early Childhood and Elementary Education): features, dialogues and practices of early childhood education, in which we focus on the set-up of the MSECEE for the purpose of featuring them, especially considering the set-up of teaching in Early Childhood Education (ECE). We contrast how to actualize the formative processes in the institution, the practices of the teachers with the children and set-up of teaching in ECE. We base our analysis in a qualitative approach which had the following production data through participant observation and interviews. In the context of the practices of children and teachers in the MSECEE, we point out that there is a subordination of early childhood education to elementary education, both the pedagogical work as in the forms of appropriation and usages of collective spaces of the institution. We verified also the incipience of specific training for teachers of ECE, being held only training for permanent public servers throughout the school year. The formation of teaching on ECE, in the context of MSECEE, approaches increasingly a set-up of the elementary education, based on a traditional model of education.

Key words: training of educators, early childhood education, teacher’s practices, formative processes, MSECEE