Reflexões acerca do cargo auxiliar de sala de aula na educação infantil: sob o viés dos editais de seleção na mesorregião do Triângulo Mineiro e Alto Paranaíba (2021-2024)

Abstract

The main objective of this study is to analyze the role of classroom assistant in Early Childhood Education, in the public network, in six municipalities in Triângulo and Alto Paranaíba, in Minas Gerais, within the time frame from 2021 to 2024. The problem question that guides the research is: How is the classroom assistant professional, in municipal public schools of Early Childhood Education, understood? There are also four specific objectives, which are: to address the historical trajectory of childhood and Early Childhood Education in order to promote a correlation with the professional classroom assistant in contemporary times, to observe the disposition of the assistant in educational documents and bibliographic sources related to the topic, to reflect on the nomenclature and level of education referring to the classroom assistant in the municipal public network and, finally, to discuss the duties assigned to the classroom assistant. The methodology adopted is documentary and bibliographic, allowing for a detailed analysis of selected national and municipal documents and a group of theorists in the field. The study revealed the importance of this professional for educational practice and organization. Furthermore, a wide variation in terms of titles, functions, and schooling requirements attributed to them was noted. The classroom assistant performs a multifaceted role, for example, acting as support for the teacher, facilitating the pedagogical process, promoting comprehensive child care, mediating school interactions, and organizing the school routine. The assistant must interact with the teacher in a collaborative, respectful, and complementary manner, contributing to the care, learning, and well-being of children, within the perspective of a broader pedagogical team. In early childhood education, care must be considered alongside education. However, to date, despite breaking with national documents and the findings of the studied bibliographic references, the classroom assistant falls under the category of caregiver and assistant. It is also important to emphasize the need to recognize the role of assistant as a profession. The lack of formal recognition and regulation of the role contributes to the fragmentation of responsibilities and negatively impacts the recognition of these professionals.