THE CHILDHOOD PEDAGOGY WITH PERSPECTIVE AS TO TEACHER: A STUDY FROM THE PEDAGOGY COURSE AT FURG

This paper presents the results of a survey conducted at the Center for Study and Research in Childhood Education - NEPE Federal University of Rio Grande FURG, which aimed to investigate the identification of students enrolled in the Pedagogy course with the professional field. The study was developed considering the new curricular organization of pedagogy FURG which was changed after the approval of the National Curriculum Guidelines - CNE / CP no. 1/2006, which extinguished the qualifications and set up a new profile for the formation of the pedagogue. The research is in the field of qualitative research as subjects and had students who were in the fourth and final year of Pedagogy. For data collection were applied 56 questionnaires. As a tool of analysis of questionnaires, we adopted the methodology of Textual Discourse Analysis, which emerged with the categories and Childhood Teaching Profession. Thus, it was revealed that students have a strong sense of belonging to the teaching profession. Also revealed was a strong identification with the childhood aspect that enabled defend the pedagogy course can promote the training of teachers of children, based on a childhood pedagogy involving pedagogical work with children 0-12 years.