Support professionals from the municipal public network of Early Childhood Education in Maceió: training, identity and professionalism
Child education; Professional qualification; Support professionals; Identity; Professionalism.
Educational practices in Early Childhood Education are built with the participation of professionals who occupy different positions and functions – teachers or not – and who share the inseparable processes of education in the first stage of Basic Education. The research, in progress, entitled "Professionals of support of the municipal public network of Early Childhood Education in Maceió: formation, identity and professionalism", conceived with the general objective of investigating the profile of support professionals of Early Childhood Education in the municipal public network. of Maceió, unfolds in the following specific objectives: i) to investigate the formation of support professionals who work with small children since they were babies; ii) analyze the training policies for support professionals offered by SEMED – Maceió and iii) discuss how the profile of these professionals implies the quality of care in the Early Childhood Education institutions in that municipality. The framework involves studies and research by Kramer (2006); Buss-Simão (2015); Nunes; Corsino and Didonet (2011); Libâneo (2008), in addition to legal documents (BRASIL, 2009; 2004; 2005). It is proposed to carry out a qualitative research with a narrative approach, using questionnaires and semi-structured interviews as data collection instruments. The content of the interviews and questionnaires will be analyzed considering the procedures proposed by Bardin (2011).