Caught between diapers and the blackboard: Teacher identities in nurseries

Entre a fralda e a lousa: A questão das identidades docentes em berçários

Authors

  • Rosmari Pereira de Oliveira Universidade de São Paulo - Escola de Artes, Ciências e Humanidades
  • Luciana Maria Viviani Universidade de São Paulo

DOI:

https://doi.org/10.21814/rpe.14947

Abstract

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 and educating 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

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Published

2019-06-09

How to Cite

Oliveira, R. P. de, & Viviani, L. M. (2019). Caught between diapers and the blackboard: Teacher identities in nurseries: Entre a fralda e a lousa: A questão das identidades docentes em berçários. Portuguese Journal of Education, 32(1), 73–90. https://doi.org/10.21814/rpe.14947

Issue

Vol. 32 No. 1 (2019)

Section

Artigos

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