“É como se fosse um segundo professor”: uma análise da construção do “não lugar” profissional e da origem dos saberes mobilizados pelos auxiliares de classe

Abstract

Teachers have not been the only ones working in Early Childhood Education Center’s classrooms, along with them, there are also class helpers, who are responsible for care activities and for who are designed different work conditions such as more expand workload and lower pay. However, the work made by those professionals are teacher’s responsibility, as the classroom recognize the teacher as the main professional. In such manner, this research had as its general objective: analyze the constitution of the “nonprofessional place” and the source of the knowledge used by class helpers of Early Childhood Education, linking those with the possible public policies. On this wise, this research characterize itself as qualitative and exploratory, having as contributors seven class helpers from the counties of Amargosa and Itapetinga. The data was achieved through documental analyses and narrative interview and it was analyzed through the content analysis technique. It is evident the construction of the “nonprofessional place” of class helpers in Early Childhood Education and that the element that shape and consolidate the “nonprofessional place” can be seen from the first motivation to become class helpers to the visibility of those workers in the official documents. Therefore, the construction of the “nonprofessional place” is built by: the occupation of the charge designed to other; identification of what is to be a helper; nonrecognition as a professional since there is no autonomy in the job practice, place of performance and a specific knowledge provided by specialized training.