TDI OR TEACHER? TRAJECTORIES AND IDENTITIES IN PROFESSIONALS GIVES CHILD EDUCATION IN A CRÈCHE IN THE MUNICIPALITY OF CUIABA

Autores

  • Rafael de Arruda Falcão Neto Universidade Federal de Mato Grosso- UFMT
  • Anne Karoline Oliveira Ferreira da Silva Universidade Federal de Mato Grosso - UFMT
  • Márcia Regina de Assis Danelichem Faculdade Educacional da Lapa- Fael

DOI:

https://doi.org/10.51891/rease.v8i10.7291

Palavras-chave:

Selecionado:Identity Professional. TDI. Education Childish.

Resumo

This article is the result of a research carried out from the Specialization Course in Teaching in Early Childhood Education at the Institute of Education of the Federal University of Mato Grosso - UFMT. The research theme was the professional identities of the Technicians in Child Development - TDIs, who work in the city of Cuiabá. The research was intended to seek answers to the following question: How are the paths and professional identities of Child Development Technicians - TDIs who work in a daycare center in Cuiabá demarcated? In order to seek answers to the announced problem, I chose as a general objective to understand, discuss and reflect on the personal and formative paths that led TDIs to early childhood education, as well as like the factors what you led to remain in the profession highlighting elements of their respective. When carrying out this research I had the opportunity to make an observation about the TDI profession in the Municipality of Cuiabá, its anxieties, the laws that regulate the profession, public policies for the TDI profession and a great question that still professionals have with themselves, because these professionals are not considered teachers since they plan and perform the same tasks as a classroom teacher in addition to caring. The research showed that TDIs even though they are clear about their professional status as technicians, they consider themselves teachers through the functions they perform in day care centers; sought professional qualification to work as teachers and reveal themselves to be very committed to the prospect of developing the work of educators beyond the role of caregivers that has traditionally been assigned to them.

Biografia do Autor

Rafael de Arruda Falcão Neto, Universidade Federal de Mato Grosso- UFMT

Mestrado em Relaçoes Internacionais pela Learnecefe no ano 2012. Especialista educação infantil pela UFMT em 26 de Março de 2015. Licenciatura em Pedagogia para a Educação Infantil, pela UFMT no ano de 2010.

Anne Karoline Oliveira Ferreira da Silva, Universidade Federal de Mato Grosso - UFMT

Especialista em Educação Especial com ênfase em inclusão. Ano 2016. Promovida pela Faculdades Integradas de Várzea Grande - FIAVEC/Especialista em Artes Visuaus. Ano 2018. Promovida pela Faculdade INVEST de ciências e tecnologia/Licenciatura em Pedagogia . Ano 2013. Promovida pela Universidade Federal de Mato Grosso - UFMT. E-mail: anneksilva2016@gmail.com e annekpretinha82@hotmail.com

Márcia Regina de Assis Danelichem, Faculdade Educacional da Lapa- Fael

Especialista em Educação Infantil pela Faculdade Educacional da Lapa - Fael, no ano de 2021. Licenciatura em Pedagogia pela Fael - PR, ano de 2017. Licenciatura em Letras - Português pela Fael - PR no ano de 2019. E-mail: marcia.danelichen@gmail.com

 

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Publicado

03/11/2022

Como Citar

Falcão Neto, R. de A. ., Silva, A. K. O. F. da ., & Danelichem, M. R. de A. . (2022). TDI OR TEACHER? TRAJECTORIES AND IDENTITIES IN PROFESSIONALS GIVES CHILD EDUCATION IN A CRÈCHE IN THE MUNICIPALITY OF CUIABA. Revista Ibero-Americana De Humanidades, Ciências E Educação, 8(10), 1801–1820. https://doi.org/10.51891/rease.v8i10.7291

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