Between Guidelines and Realities: A Look at Initial Teacher Training in Early Childhood Education in the Baixada Fluminense Region
Keywords: Teacher training, Pedagogy, Early Childhood Education, Public policies, Curriculum.
Throughout its history in Brazil, the Pedagogy program has been a central space for teacher training, especially for Early Childhood Education, marked by challenges related to versatility, educational policies, and the demands of the social and educational context. This research aims to analyze the prescribed curricula of Pedagogy programs at public universities in Baixada Fluminense, based on Pedagogical Course Projects and course syllabi, considering the concepts of childhood, the pedagogical and epistemological foundations of Early Childhood Education, and contemporary tensions in teacher training. The analysis highlights convergences and divergences between the curricula, revealing significant gaps in specific training for teaching young children, as well as the need for curricular articulations that strengthen Early Childhood Education, promote more qualified pedagogical practices, and contribute to the implementation of contextualized social transformations in Baixada Fluminense.