Educational public policies: voices who emerges of docent work in childhood education

Abstract

This article, resulting from a master´s degree research, addresses the public policy in early childhood education (ECE), focusing on the teaching in view of the statement of inseparability between educating and caring. It discusses the issue of the presence of different groups of teachers working with the same group of children. It is argued in the development of qualitative research of socio-historical orientation, with methodological procedures of participant observation and interviews. The data indicate, in the midst of the educational public policies, that the constitution of teaching in early childhood education interacts with an official hierarchical repertoire consisting of aspects related to required training, demanded attributes and delineation of the careers, with its recognition and valorization policies, weakening the prospect of the inseparability of education and care in this field.

Early childhood education; Teachers; Educational public policies