Protagonismo docente: uma perspectiva sobre o protagonismo docente na educação infantil

Abstract

The purpose of this article was to deepen the meanings attributed to the teaching role of the teacher who works in Early Childhood Education. It is considered here the teacher´s right of authorship and participation as an agent of promotion for a daily life that also makes possible the children´s right of participation. The research was carried out through a conversation that involved teachers from Early Childhood Education who work in a private school in the city of Porto Alegre. We sought to reflect the intertwining of the teachers' discourse with the teaching actions present in the daily life of the school. Thinking about conceptions of protagonism, authorship and teaching I do not intend here with this article to exhaust the subject, but provoking and instigating the importance of the protagonist teacher in Early Childhood Education. The reflection about the teachers´protagonism results in the disarticulation of some ideas already rooted in the educational system, such as the ease of reproducing practices without pedagogical justifications, as well as enabling teachers who work with young children to understand their role as authors of this teaching format, still very recent in our country.