Escolarização precoce: Um estudo com professores da educação infantil

Abstract

The present work aims to identify the conceptions and practices of early childhood teachers about early schooling. Currently, it is increasingly common for children to enter school institutions in their early years; in fact, individuals are starting their school life earlier and earlier, where it is necessary to raise questions about such practices. The methodology used was qualitative research, of the descriptive type, in which 25 (twenty-five) teachers participated, 24 (twenty-four) female and 1 (one) male, with ages ranging from 21 (twenty-four) one) at 56 (fifty-six) years, all working in Early Childhood Education in public and private schools. Two instruments were used for data collection: semi-structured questionnaire with sociodemographic items that characterized the participants and a script of questions focused on the research theme. The results of this study pointed to four axes of analysis: 1) Concepts of early schooling in Early Childhood Education; 2) Positions on early schooling; 3) Effective practices in early schooling and 4) Ineffective practices in early schooling. It is concluded that Early Childhood Education has its importance as an integral part of Basic Education, however, as literacy is considered a determining factor in the development of the child, it ends up ignoring the early childhood stages.