<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782021000200111</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n57.13538</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DOCENTE E TRABALHO EDUCATIVO NA EDUCAÇÃO INFANTIL: ALGUMAS REFLEXÕES]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER EDUCATION AND EDUCATIONAL WORK IN EARLY CHILDHOOD EDUCATION: SOME REFLECTIONS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Both]]></surname>
<given-names><![CDATA[Ilaine Inês]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bissoli]]></surname>
<given-names><![CDATA[Michelle de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<numero>57</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782021000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782021000200111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782021000200111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação docente superficial e pragmática colabora para o esvaziamento do trabalho educativo e do processo de humanização. Esses fenômenos se coadunam com as limitadas condições de vida e de educação da ampla maioria das mulheres e dos homens do nosso país, fruto da estrutura social vigente, organizada na lógica do capital. Essa afirmação resulta da pesquisa de doutorado, vinculada ao Programa de Pós-Graduação em Educação (PPGE), da Universidade Federal do Amazonas (UFAM), que analisou, sob a luz da Teoria Histórico-Cultural e da Pedagogia Histórico-Crítica, elementos do trabalho educativo desenvolvido em 2014, com crianças da pré-escola de uma escola pública municipal de Manaus, Amazonas. A observação participativa em uma turma frequentada por vinte crianças de 4 e 5 anos de idade e o Grupo Focal com três professoras da pré-escola foram os instrumentos principais da pesquisa de campo. O estudo demonstra que o trabalho educativo, categoria central dessa pesquisa, foi predominantemente caracterizado pelo pragmatismo e espontaneísmo, o que contribui para a manutenção do acentuado estado de desumanização de professores e crianças. A superação dessa situação passa pela socialização do conhecimento em sua forma mais elaborada, função precípua da escola. Para tanto, apontamos a unidade dialética entre a teoria e a prática na formação docente como uma das possibilidades para a necessária e desafiadora busca do aprimoramento do trabalho educativo na Educação Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The superficial and pragmatic teacher education contributes to the emptying of educational work and the process of humanization. These phenomena are consistent with the limited living conditions and education of the vast majority of women and men in our country, as a result of the current social structure, organized in the logic of capital. This statement results from a PhD research, linked to the Postgraduate Program in Education (PPGE) of the Federal University of Amazonas (UFAM), which analyzed, under the light of Historical-Cultural Theory and Historical-Critical Pedagogy, elements of the educational work developed in 2014, with pre-school children from a municipal public school in Manaus, Amazonas. Participatory observation in a class attended by twenty children at the age of 4 and 5 years and the Focus Group with three pre-school teachers were the main instruments of field research. The study shows that the educational work, the central category of this research, was predominantly characterized by pragmatism and spontaneity, which contributes to the maintenance of the marked state of dehumanization of teachers and children. Overcoming this situation involves the socialization of knowledge in its most elaborate form, the primary function of the school. To this end, we highlight the dialectical unity between theory and practice in teacher education as one of the possibilities for the necessary and challenging pursuit of the improvement of the educational work in Early Childhood Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[formação docente]]></kwd>
<kwd lng="pt"><![CDATA[trabalho educativo.]]></kwd>
<kwd lng="en"><![CDATA[child education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[educational work.]]></kwd>
</kwd-group>
</article-meta>
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