Abstract

NONO, Maévi Anabel. TEACHERS’ KNOWLEDGE EVIDENCED IN REPORTS PUBLISHED IN A NATIONAL CIRCULATION MAGAZINE. Rev. Exitus [online]. 2019, vol.9, n.3, pp.141-168.  Epub Apr 17, 2020. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2019v9n3id919.

This article presents a research that had the objective of describing and analyzing the knowledge of nursery teachers working in kindergartens (children from 0 to 3 years old) evidenced in reports published in a national circulation magazine, from 2012 to 2017, to pursuant to Resolution CNE/CEB nº 5/2009, which defines the National Curricular Guidelines for Early Childhood Education. This is a documentary research, qualitative nature that was developed in the period 2016-2018 based on studies of reports published in print and online editions. The data were analyzed from established analysis foci based on the research objectives. Thus, the outbreaks were: 1) characterization of the published reports, 2) knowledge evidenced in reports of practices with infants and very small children, 3) gaps in the knowledge evidenced in the reports of the teachers of Early Childhood Education. The main results suggest that the teachers of the analyzed reports are based on the curriculum and child conceptions determined by Resolution CNE/CEB nº 5/2009. In addition, the reported practices refer to the experiences that should be provided to young children, in accordance with that Resolution. Gaps in the knowledge of teachers refer to the treatment of some of the themes determined by the Resolution and to the fact that they still do not always use theoretical references to support the descriptions of their practices. It is hoped through this research to offer subsidies for the formulation of teacher training policies for Early Childhood Education.

Keywords : Early Childhood Education; Teachers’ knowledge; Curricular guidelines.

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