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

Abstract

This article is the result of a research carried out from the Specialization Course in Teaching in Early Childhood Education at the Education Institute 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 the factors that led them to remain in the profession, highlighting elements of the respective ones. 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 condition as technicians, consider themselves teachers through the functions they perform in day care centers; sought professional qualification to work as teachers and are very committed to the prospect of developing the work of educators beyond the role of caregivers that has traditionally been assigned to them.