PERCEPTIONS OF SCHOOL CAREGIVERS REGARDING THEIR PERFORMANCE AND TRAINING IN THE CONTEXT OF EARLY CHILDHOOD EDUCATION IN THE MUNICIPALITY OF IMPERATRIZ/MA

Abstract

This article aimed to investigate the practical work and training of school caregivers in the context of early childhood education in schools in the municipality of Imperatriz, Maranhão, based on their own perceptions. The theoretical framework draws upon concepts of school inclusion, educational training processes, and the legislation guaranteeing this right. Methodologically, the study is exploratory and descriptive, employing a qualitative approach. Data obtained through semi-structured interviews with three school caregivers—two working in the public school system and one in the private sector—were analyzed descriptively. The results showed that the caregivers' work encompasses care, hygiene, and socialization, as well as pedagogical activities, among other tasks. Challenges were identified regarding the lack of targeted initial training and the need for specific continuing education; while such training is offered in the municipal system—albeit proving insufficient given the challenges faced—it is nonexistent in the private sector. The study concludes that strengthening public policies for continuing education, combined with a clear definition of school caregivers' duties in accordance with current legislation, is essential to improving the quality of their work and contributing to the effective implementation of school inclusion in early childhood education.