Loneliness/individualism in early childhood education teaching: consequence or project?

Abstract

The expansion of Early Childhood Education is part of the struggles for the right to education. The process of expanding the offer of this stage of Basic Education has been occurring, however, in a complex and challenging way, not accompanied, in most cases, by effective investments that promote adequate conditions for a quality education. In this sense, this article discusses the conditions of teacher’s work in Early Childhood Education. The study, of qualitative perspective, carried out through individual interviews and a focus group, approaches the feeling of loneliness and abandonment realized by Early Childhood Education teachers, of a city of Santa Catarina, in Southern Brazil. The discussions permeate thematic axes such as the fragility of the pedagogical support, the absence of collective work and the precariousness in the initial training of Pedagogues. The main results indicate that professional isolation has its origin in how organizations structure their spaces and their practices, the time of service and the need to build strategies and policies to support the various professional segments that act in this stage of Basic Education.