Resumo

PEROZA, Marilúcia Antônia de Resende  e  SILVA, Bruna Emilyn da. Social representations of being an early childhood educator: teachers’ identity constitution in the Education Undergraduate Course. Rev. Diálogo Educ. [online]. 2023, vol.23, n.76, pp.556-578.  Epub 05-Abr-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.076.ao04.

This paper approaches the initial education of educators to discuss teachers’ representations of the construction of their identity as educators at the early childhood education level. The discussion started in the teaching curricular internship in the early childhood education subject as part of the theoretical-practical reflections developed regarding the relationship between university and early childhood education public schools. The theoretical background includes Moscovici’s Social Representations (1981, 2012), Deschamps and Moliner (2009), Novaes, Ornellas and Ens (2017), and authors from the early childhood education field such as Campos (2008, 2010, 2018), Arroyo (2000), Drumond (2019), Ostteto and Maia (2019), and Kuhlmann Jr (2015), among others. The data was collected by applying a questionnaire to undergraduate students after they watched the interview with Maria Malta Campos from the Education College - PUC/SP about teachers’ identity in early childhood education. Our results indicated the affirmation of some historically built social representations of teaching children, which are repeated in the popular discourse. However, the answers given to the questionnaire revealed an understanding of the need for changes regarding the profession and the importance of one’s appropriation of a coherent and responsible conception of what it means to be a teacher of young children aiming the appreciation of these teachers’ identity.

Palavras-chave : Social representation; Early childhood education; Teacher’s identity; Being teacher.

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