TEACHING AT DAYCARE: contradictions and confrontations/ DOCENCIA NA CRECHE: CONTRADICOES E ENFRENTAMENTOS/ ENSENANZA EN GUARDERIA: Contradicciones y enfrentamientos

This article focuses on the discussion of how the educational research field has addressed the teaching functions in daycare centers--creche--in the country. It results from a survey of productions (theses, dissertations and articles published in journals and conference proceedings) between 2015 and 2021, which aimed to identify issues related to identity, teacher education programs and the relation between caring and educating, understanding that these three categories can reveal how the area has been working with the existence of different professionals, with and without teaching training, responsible for guaranteeing the right to education of babies and children in early childhood education institutions. The three initial stages of the State of Knowledge (MOROSINI, KOHLS-SANTOS, BITTENCOURT, 2021) were adopted as the methodology and, in addition, a survey of educational data from the 2020 School Census was used to present a profile of these professionals. As a result, it was identified that the theme addressed here is not focused on in most studies. Although there is a significant number of productions that indicate the coexistence of professionals in different positions working in early childhood education, these do not problematize aspects such as: possible hierarchy of pedagogical work, division of tasks, consequences for children; school mood; valorization of professional (self)images etc. There are few works that explicitly deal with the coexistence of teachers and other "non-teaching" professionals, thus evidencing the need for more studies in this field in order to increase the visibility and recognition of the work carried out with young children in creche. Keywords: teaching role; nursery; identity; formation; education and care. Este artigo tem como foco a discussao sobre como as pesquisas da area de educacao vem tratando as funcoes docentes nas creches do pais. Resulta de um levantamento de trabalhos (teses, dissertacoes e artigos publicados em revistas e em anais de congresso) produzidos entre os anos de 2015 e 2021, o qual objetivou identificar questoes referentes a identidade, a formacao docente (inicial e continuada) e a relacao entre educacao e cuidado, entendendo que essas tres categorias podem revelar como a area vem trabalhando com a existencia de diferentes profissionais, com e sem formacao especifica, responsaveis por garantir o direito a educacao de bebes e criancas pequenas em instituicoes educacionais. Adotou-se as tres etapas in