Undergraduate degrees and Basic Education early years: a necessary interlocution in teacher education

Abstract

The article aims to analyze the interlocution of the undergraduate courses with the Basic Education early years in initial teacher education, from a documentary research in undergraduate courses and interviews with professor educators. The research, of a qualitative approach and based on the historical materialist dialectic, takes as epistemological axis the theory concept as practice expression, according to Bernardo (1992), Castoriadis (1985), Martins (1996), Santos (1992) and Thompson (2009). The article discusses the guiding principles that are the educators practice expression in search of the necessary interlocution of undergraduate courses and Basic Education early years. These principles could serve as basis to think about an emergent literacy undergraduate course.