Resumo

BOBREK, Andreia  e  GIL, Maria Stella Coutinho de Alcantara. Professional performance and education in early stimulation: Characterization of the perceptions of professionals from three institutions. Rev. Elet. Educ. [online]. 2016, vol.10, n.3, pp.121-137. ISSN 1982-7199.  https://doi.org/10.14244/198271991460.

According to the official Brazilian guidelines, the Early Stimulation (ES), aims to provide the development of children with special needs. The ES programs include professionals from diverse areas, which may also be able to offer support for children with developmental risks. Due to this diversity, it is important to characterize the work carried out by these professionals to broaden our knowledge and, ultimately, develop concepts, guidelines, and practices compatible with ES programs. This study has the objective of characterizing the relations that 13 professionals established between their professional performance and the education they received during their undergraduate courses. Semi-structured interviews were carried out with the aforementioned professionals. Results showed that the interviewees viewed ES offering opportunities for child development; and / or as a support to the family or risk prevention for development. The accounts refer to the lack of family involvement; the insufficiency of work conditions and the specific activities with the children as difficulties faced at work. Although they recognized that ES classes were offered during college, some of the professionals highlighted that education on this subject was insufficient and there was a lack of preparation for work in the area. While exercising their professional activities, most of the professionals stated that they performed activities that had not been contemplated during college and considered that ES could have been a greater part of their education. The accounts of the professionals interviewed in this study indicates that there is a discrepancy between the conceptualization of Early Stimulation, the regulatory policies and professional performance.

Palavras-chave : Special Education; Early Stimulation; Professional performance; Education.

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