Multiple Languages and the process of the Teacher Formation in Early Childhood Education
Keywords:Multiple languages, Early Childhood Education, Teacher training
The formation of the Early Childhood Education teacher is a recurring theme in many studies, showing the concern for the quality of the activities carried out with early childhood children. In pedagogy courses, in which future teachers are qualified, there is a concern with training strategies for the appropriation of multiple languages, a theme also studied due to proposals related to Childhood Pedagogy. This research aims to investigate and analyze how teachers of the pedagogy course of a private university in the city of São Paulo, in their educational practices, consider the multiple languages in the formation of teachers of early childhood education. A qualitative approach was chosen. to carry out the research, and as a methodological procedure, we have interviewed ten teachers from the pedagogy course and thirteen students from the sixth semester. The theoretical background adopted is based on the conceptions of children and early childhood education from the perspective of multiple languages. The results showed that teachers use different strategies when working with multiple languages in their disciplines. Nevertheless, such practices or strategies are aimed much more at preschool children than at daycare children.
BRAZIL. Ministry of Education and Sport (Ministério da Educação e Desporto in Portuguese), Secretariat of Fundamental Education, Department of Educational Policies, General Coordination of Early Childhood Education. For a policy of training professionals in early childhood education, Brasilia, 1994.
BRAZIL. Ministry of Education and Sport (Ministério da Educação e Desporto in Portuguese), Secretariat of Fundamental Education, National curriculum referential for early childhood education, MEC and SEF, vol.1, Brasilia, 1998.
BRAZIL. Ministry of Education (Ministério da Educação in Portuguese), Secretariat of Basic Education, National quality parameters for early childhood education, MEC, Secretariat of Basic Education, Brasília, 2006.
BRAZIL. Ministry of Education (Ministério da Educação in Portuguese), Secretariat of Basic Education, National Early Childhood Policy: for the right of children from zero to six years old to education, MEC, Secretariat of Basic Education, Brasília, 2006.
BRAZIL. Ministry of Education (Ministério da Educação in Portuguese), Secretariat of Basic Education, National curriculum guidelines for early childhood education / Secretariat of Basic Education. MEC, Secretariat of Basic Education, Brasília, 2010.
BRAZIL. BRAZIL. Ministry of Education. (Ministério da Educação in Portuguese) Common National Curriculum Base: Education is the base. Available at: <http://basenacionalcomum.mec.gov.br/images/BNCC_publicacao.pdf>. Accessed on: 07 abr. 2017.
BRAZIL. Teachers in Brazil: impasses and challenges (Professoras no Brasil: impasses e desafios in Portuguese) Coordinated by Bernadete Angelina Gatti and Elba Siqueira de Sá Barreto, UNESCO, Brasília, 2009. Available at:
http://unesdoc.unesco.org/images/0018/001846/184682eng.pdf. Accessed on 08/08/2017.
Citelli, A., Words, Means of Communication and Education. (Palavras, Meios de Comunicação e Educação in Portuguese), Cortez, São Paulo, 2006.
Fochi, P., After all, What do Babies do in the Nursery? (Afinal, o que os bebês fazem no Berçário? In Portuguese) Communication, autonomy and know-how of babies in a collective life context, Penso, Porto Alegre, 2015.
Friedmann, A., The Symbolic Universe of the Child: sensitive looks for childhood. (O Universo Simbólico da Criança in Portuguese), Vozes, Petrópolis - RJ, 2005.
R. Furlan and J. C. Bocchi, "The Body as Expression and Language in Merleau-Ponty" (O Corpo Como Expressão e Linguagem em Merleau-Ponty in Portuguese), Psychology Studies, University of São Paulo, Ribeirão Preto, 2003. Available at HTTP://WWW.SCIELO.BR/PDF/EPSIC/V8N3/19966.PDF. Accessed on 06/09/2016.
G. A. Junqueira Filho, "Multiple, different and conflicting languages: a study on language and work organization in early childhood education." (Múltiplas, diferentes e conflituosas linguagens: um estudo sobre linguagem e organização do trabalho na educação infantil in Portuguese), UFRGS, Rio Grande do Sul, 2011. Article available at encurtador.com.br/vAJQ3 Accessed on 17/05/2017.
Junqueira Filho, G. A., Generating Languages: selection and articulation of content in early childhood education. ( Linguagens Geradoras in Portuguese), Mediation, Porto Alegre, 2006.
Merleau-Ponty, M., Os Pensadores, Editora Abril Cultural, São Paulo, 1984.
SÃO PAULO. Municipal Secretariat of Education. Technical Guidance Board. ( Secretaria Municipal de Educação – Secretaria de Orientação Técnica in Portuguese) - Curricular guidelines: learning expectations and didactic guidelines for Early Childhood Education; São Paulo: SME / DOT, 2007.
Vygotski, L.S., The Social Formation of Mind. (A Formação Social na Mente in Portuguese), Martins FOntes, 4th ed, São Paulo, 1991.
How to Cite
Copyright (c) 2021 Kézia Costa de Oliveira Rocha Carvalho, Maria de Fátima Ramos de Andrade, Maria da Graça Nicoletti Mizukami
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.