The experience of teacher professionalization in early childhood Education: a phenomenological perspective on the state of the art

Authors

DOI:

https://doi.org/10.17058/rea.33.20601

Keywords:

teacher professionalization, early childhood education, phenomenology, state of the art, lived experience

Abstract

This article aims to analyze the experience of teacher professionalization in Early Childhood Education through a phenomenological approach applied to the state of the art of Brazilian academic research. The study is grounded in phenomenology as a research method, seeking to understand the meanings attributed to teaching practice in early childhood and the ways in which professionalization has been addressed in scientific production. The methodology adopted consists of mapping dissertations and theses published between 2016 and 2020, updated in 2021–2024, located in databases such as the Brazilian Digital Library of Theses and Dissertations (BDTD) and the CAPES Journal Portal. The analysis revealed recurring themes, such as the tension between care and education, the emphasis on continuing education, and the challenges involved in building professional teacher identity. By adopting phenomenology as an interpretive framework, it was possible to access subjective and experiential dimensions of teaching practice that often escape purely technical analyses. The results indicate that professionalization in Early Childhood Education is shaped by multiple meanings, symbolic disputes, and institutional practices that require a more sensitive and critical perspective. It is concluded that understanding professionalization as a lived experience expands the possibilities for rethinking policies for the training and appreciation of Early Childhood Education teachers in Brazil.

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Author Biographies

  • Lindinalva Correia, Universidade Federal da Paraíba
    Master in Education by the Graduate Program of the Education Center of the Federal University of Paraíba (PPGE/CE/UFPB/2020).
    Specialist in Early Childhood Education from the Federal University of Paraíba (UFPB/2003) and Psychopedagogy from the Integrated Faculty of Patos (FIP/2004). University Campus I, Jardim Cidade Universitária, João Pessoa, PB CEP: 58.059-900, Brazil. Phone: (83) 98776-4335. Identifiers (ID): ORCID: https://orcid.org/0000-0002-8393-6060 Lattes: http://lattes.cnpq.br/1665947409144424 Email: lindinalvaalcantara@gmail.com
  • Tânia Palhano, Universidade Federal da Paraíba

    Graduação em Filosofia, Mestrado e Doutorado em Educação na Universidade Federal da Paraíba. Pós-Doutorado na UNICAMP. Professora de Filosofia da Educação, Fundamentos Antropo-Filosóficos da Educação nos cursos de Licenciatura; e Educação Brasileira e Pragmatismo em Educação no Mestrado em Educação. E-mail: taniapalhano@gmail.com  Lattes: http://lattes.cnpq.br/8144016634327801  Orcid: https://orcid.org/0000-0003-3573-6889

  • Valdilenilza Tomaz, Universidade Federal da Paraíba

    Afiliação. Graduada em Pedagogia (UFPB). Especialista em Psicopedagogia (FIP) e em Atendimento Educacional Especializado (UFPB). Mestra em Educação (UFPB). Doutoranda em Educação (UFPB). Pesquisadora no Grupo Ágora (UFPB), pesquisando, ensino, aprendizagem, formação docente, e interdisciplinaridade. Professora Polivalente na Rede Municipal de João Pessoa. E-mail: valdilenilva@gmail.com Lattes: https:// lattes.cnpq.br/8860A65216311501 Orcid: https://orcid.org/0009-0005-8584-1451

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Published

2025-12-22

Issue

Vol. 33 (2025)

Section

Artigos do Fluxo

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How to Cite

Correia, L., Palhano, T., & Tomaz, V. (2025). The experience of teacher professionalization in early childhood Education: a phenomenological perspective on the state of the art. Reflexão E Ação, 33(1). https://doi.org/10.17058/rea.33.20601