DOCÊNCIA NA EDUCAÇÃO INFANTIL E LEGISLAÇÃO BRASILEIRA

Abstract

The present article was carried out based on bibliographical research, identifying challenges posed to professionals, public policies, and also the precariousness of the Undergraduate Degree in Pedagogy. Moreover, it also intended to highlight contributions from academic research on the state of the art of knowledge about Early Childhood Education. As a result, formative needs were identified and assumptions were indicated to clarify a curricular discussion regarding the formation of teachers of Early Childhood Education, with perspectives for the realization of formation and supervision projects. It is important to remember that the present moment is going through several modifications, and one of the concerns about education, especially in early childhood education, in which the child is in the process of building knowledge. This article presents a reflection on the pedagogical practice of the teacher in early childhood education and its relationship with the educational legislation. It was observed that the difficulties found in the theoretical references refer to a decades-long practice in early childhood education institutions, where caring is associated with the idea of assistance and educating with teaching/learning. In short, it was emphasized that teachers must constantly rethink their teaching practice, analyzing the positive and negative points, in order to seek to achieve a significant improvement in the learning process of their students. The proposal of this work is based on a bibliographic and documental research.