Representações sociais de ingressantes de Pedagogia sobre creche e pré-escola: um estudo em quatro Estados brasileiros

Abstract

The early childhood educati on encompasses two types of childcare that developed in parallel, forged in diff erent traditi ons, identi ti es and administrati ve inserts. In Brazil, LDB/96 redefi nes daycare center and preschool in order to diff erenti ate themselves only in terms of the age they att end (0-3 years and 4-5 years respecti vely), assigning to both acti ons like caring and educati ng, on full or part-ti me. However, this understanding of their functi ons is not shared by common sense, which perpetuates the division of early childhood educati on, bringing closer educati on and schooling, on one hand, and care and custody, on the other. Thus, we sought in Moscovici¿s Theory of Social Representati ons the theoreti cal and methodological tools for understanding the common sense about daycare center and preschool. 365 Pedagogy freshmen students took part in this research from four universiti es of four Brazilian states: 194 from UFAL (Alagoas), 67 from UFMT (Mato Grosso), 68 from Unesp (Presidente Prudente, SP) and 39 from UFMS (Mato Grosso do Sul). This arti cle discusses the results found by the use of the technique of free associati on of the words daycare and preschool and by the closed questi ons of a questi onnaire that compared these stages of early childhood educati on. For the major majority of the research subjects, daycare center and preschool are diff erent, not in the same way understood offi cially, but by the functi ons traditi onally assigned to these insti tuti ons, confi rming that they exert an organizing functi on of the SR on the work of the early childhood educati on teacher, aff ecti ng the images that the students build about the work of this professional.