Autonomia das professoras da/na educação infantil no contexto da governação supranacional
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Data
2025-12-16
Autores
Cypriano , Alessandra Martins Constantino
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Universidade Federal do Espírito Santo
Resumo
The theme of this thesis is the teaching profession in Early Childhood Education. It is based on the assumption that professions are occupations that require specialized knowledge, a certain level of educational training, autonomy, self-organization, self-regulation, and ethical standards (Pini, 2010). It is based on the premise that teaching is a profession. The object of investigation is the concept of autonomy of/in the teaching profession in Early Childhood Education as expressed in normative documents that regulate Early Childhood Education. It proposes as its general objective: To analyze the concept of autonomy of/in the teaching profession present in the documents of the International Summits on the Teaching Profession – a global forum organized by the OECD – from 2011 to 2022, identifying intersections with the main federal regulations governing teaching in Early Childhood Education in Brazil, namely: the Federal Constitution of 1988; the Law of Guidelines and Bases for National Education No. 9,394/1996; the National Curriculum Guidelines for Basic Education of 2013; the National Education Plan of 2014; and the National Common Core Curriculum of 2017. It proposes the following specific objectives: a) to investigate the relationship between new professionalism and professional autonomy in teaching, with an emphasis on Early Childhood Education, highlighting the role of the OECD in regulating the teaching profession and the emergence of this teaching under the status of a recognized profession; b) to analyze the summary reports of the OECD Summits, demonstrating concepts of autonomy for early childhood education teachers, processes of mobilization and coordination of the actors involved, their roles, and the dissemination of these ideas on a global scale; c) to examine the 1988 Constitution (Education), LDB No. 9,394/1996, DCNEB/2013, PNE/2014, and BNCC/2017, seeking to identify discursive resonances (semantic echo) and reverberations (normative forms and instruments) that affect the teaching profession in Early Childhood Education. It is based on contributions from the retrodictive approach, articulating historical and sociological contributions, combined with contributions from the content analysis method (Bardin, 1995). The theoretical-methodological framework allows us to observe the relationship between events, mechanisms, and structures-construction and explain dispositive variations (structural, technological, and agency-mediated by processes of retention-selection-variation in the design of educational policies. This is a qualitative research study that combines bibliographic and documentary research. It concludes that the concept of autonomy of/in the teaching profession in Early Childhood Education – despite being a process of selective incorporations, reinterpretations, and tensions, rather than a simple importation of global models into the Brazilian context, given the multiplicity of historical and agency variables, in addition to the Brazilian federal model – incorporates the lexicon of the new teaching professionalism disseminated by the OECD through various mechanisms: PISA, TALIS, and Summits. The autonomy of the profession highlights its external character in the early 2000s, that is, it assumes the status of a profession. There were significant regulatory advances: Early Childhood Education came to be recognized as the first stage of Basic Education after the 1988 Constitution, and teachers at this stage were included in the collective of professionals in federal regulations. Minimum training requirements were defined, and possibilities for career plans and recognition were opened up. In terms of autonomy in the profession, teaching practice, the research revealed a more ambiguous movement: the same context that expands legal and institutional recognition also produces mechanisms of control over work, shifting decisions to “prescribed” curricula, external evaluations, goals and indicators, and school anticipation under the principles of managerial professionalism materialized in the DCNE/2013, the PNE/2014 (PISA analysis), and the BNCC/2017.
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Professores de educação infantil , Profissão , Prática profissional , Política educacional , Educação e globalização