O trabalho da professora na educação infantil a partir da categoria rotina

Abstract

This research, titled "The Teacher's Work in Early Childhood Education Based on the Category of Routine," seeks to examine the challenges faced by teachers in Early Childhood Education, taking the routine as a pedagogical category that structures teaching practice. The methodology adopted was a bibliographic review, following the approach of Marconi and Lakatos (2003). The study is structured into four main parts, beginning with an introduction. The second chapter discusses the concept and emergence of Early Childhood Education, as well as conceptions of childhood from the Middle Ages to the present day, drawing on the theoretical work of authors such as Ariès (1981), Heywood (2004), and Kuhlmann Jr. (2015). The third chapter addresses the routine in Early Childhood Education as a pedagogical category and the challenges involved in carrying out activities, based primarily on the theoretical framework of Barbosa (2006). The fourth chapter covers the history of women's inclusion in Early Childhood Education, the feminization of the teaching profession, and the long history of the devaluation of women's work, supported by the theories of priori (2004) and Saffioti (1976). Finally, the concluding remarks revisit the research's central theme, highlighting the reflections developed throughout the study and its contributions to the subject. The research also highlighted that, in this context—where routines are fundamental to early childhood learning—the teacher plays a crucial role in carrying out pedagogical planning intentionally. However, the study also revealed that the work of early childhood educators is marked by challenges and historical devaluation linked to the feminization of the teaching profession; these factors directly influence working conditions and, consequently, pedagogical planning, underscoring the need for appropriate professional and financial recognition and valuation of the teacher as an early childhood educator.