Resumen

LOCATELLI, Arinalda Silva  y  VIEIRA, Lívia Fraga. Working conditions for Early Childhood Education in Brazil: the challenges of professionalization and teacher appreciation. Educ. Rev. [online]. 2019, vol.35, n.78, pp.263-281.  Epub 20-Nov-2019. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.69545.

In this article, we present results of a research with the objective of analyzing the constitutive dimensions of the teaching work in public early childhood education and its relation with the process of expansion of the educational policies aimed at this stage of basic education that occurred in the last decades in municipalities of the Amazon region. We analyzed the answers to questionnaires applied to 137 teaching subjects (teachers and monitors), working in the universe of thirty-one early childhood education institutions in the state of Tocantins, which catered to children aged 0 to 5 years within the rural and urban areas of Araguatins and Tocantinópolis. Information on the profile of teaching subjects and their perception of their working conditions was collected during the second semester of 2016. Through the analysis, we can evaluate that, even recognizing that in recent decades there have been advances in working conditions, both in terms of structural dimension and labor relations, the achievement of an early childhood education program committed to quality and the well-being of children and professionals has not yet been consolidated. There are no plans to implement a systematic policy of investing in the working conditions offered to professionals who educate and look after children in day care centers and preschools.

Palabras clave : Child Education; Work conditions; Teacher appreciation; Amazon region; Tocantins.

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