Abstract

SOARES, Ademilson de Sousa. INITIAL EDUCATION OF TEACHERS AND EARLY CHILDHOOD EDUCATION: WHAT UFMG’S PEDAGOGY STUDENTS GRADUATED IN 2011 AND 2012 SAY. e-Curriculum [online]. 2019, vol.17, n.2, pp.543-573.  Epub Aug 08, 2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i2p543-573.

After situating the current debate on education and initial education of teachers, this text discusses the relevance of this theme for Early Childhood Education as a first step of Basic Education, drawing from authors such as Campos (2007), Kishimoto (2011), Kramer (2011), Vieira (2017), Gatti (2008), Tardif (2010), Santos and Diniz-Pereira (2016), among others. Some aspects of the normative setting of the Pedagogy course in Brazil are discussed based on authors such as Saviani (2007), Libâneo (2005, 2006) and Bzerzinski (2008) and then the research data is presented, which used questionnaire and interviews, held with the UFMG’s Pedagogy course graduate students, 335 of those being distance learning course graduates, who joined in 2008 and concluded in 2011; and 264 being on-site course graduates who joined in 2008 and concluded in 2011 and 2012. The research has indicated that the graduates have a very positive assessment of the course, but they highlight gaps such as: absence of practice as a curricular component; weak articulation between the technical, theoretical and scientific aspects of the education; compliance with bureaucratic internship workload; insufficient use of new technologies and digital media. The graduates claim the professors of the course are more flexible and open to dialog. The impact of the course on the professional trajectory of the survey participants is clear, since 70.4% of the on-site course graduates and 92.6% of the distance-learning course graduates act as teachers in Basic Education.

Keywords : Initial education; Early Childhood Education professionals; Pedagogy graduates; UFMG.

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