TEACHER EDUCATION AND EDUCATIONAL WORK IN EARLY CHILDHOOD EDUCATION: SOME REFLECTIONS

The superficial and pragmatic teacher education contributes to the emptying of educational work and the process of humanization. These phenomena are consistent with the limited living conditions and education of the vast majority of women and men in our country, as a result of the current social structure, organized in the logic of capital. This statement results from a PhD research, linked to the Postgraduate Program in Education (PPGE) of the Federal University of Amazonas (UFAM), which analyzed, under the light of Historical-Cultural Theory and Historical-Critical Pedagogy, elements of the educational work developed in 2014, with pre-school children from a municipal public school in Manaus, Amazonas. Participatory observation in a class attended by twenty children at the age of 4 and 5 years and the Focus Group with three pre-school teachers were the main instruments of field research. The study shows that the educational work, the central category of this research, was predominantly characterized by pragmatism and spontaneity, which contributes to the maintenance of the marked state of dehumanization of teachers and children. Overcoming this situation involves the socialization of knowledge in its most elaborate form, the primary function of the school. To this end, we highlight the dialectical unity between theory and practice in teacher education as one of the possibilities for the necessary and challenging pursuit of the improvement of the educational work in Early Childhood Education.