SciELO - Scientific Electronic Library Online

 
vol.32 issue1The supervised teaching practice as a central locus of the professionalization of teachingThe myth of the absence of racial prejudice in Early Childhood Education in Brazil author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

  • Have no similar articlesSimilars in SciELO

Share


Revista Portuguesa de Educação

Print version ISSN 0871-9187

Abstract

OLIVEIRA, Rosmari Pereira de  and  VIVIANI, Luciana Maria. Caught between diapers and the blackboard: Teacher identities in nurseries. Rev. Port. de Educação [online]. 2019, vol.32, n.1, pp.73-90. ISSN 0871-9187.

In this article we present a research on teaching identities in nurseries that was developed at an Early Childhood Education Center in São Paulo (Brazil). Using a qualitative and multidisciplinary approach, the study sought to establish relationships between identity, culture, gender and power, bringing the ??cultural studies area closer to the field of early childhood education. Inspired by biographical approaches, the empirical study was undertaken through interviews with seven female and one male kindergarten teachers who worked with children aged 0 to 2 years. The analyses indicated that, although the nursery practice involved multiple knowledges and cultures, a binarism regarding the need for caring andeducating was produced in the teachers' discourses. Caring was associated with practices of the past, and educating was something closer to their new professional role, representing identity strategies for valuing teaching babies.

Keywords : Teaching identities; Early childhood education; Institutional cultures.

        · abstract in Portuguese | Spanish     · text in Portuguese     · Portuguese ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License