This article is the result of a research on teacher training for Early Childhood Education and
an analysis of the perceptions of the UFPA pedagogy course. The purpose of this study was to
analyze the perceptions of pedagogical scholars regarding teacher education for the
performance of Early Childhood Education. The study was qualitative, carried out through
interviews with five undergraduates of the UFPA Pedagogy Course, defined with convenience
sampling. Thus, the instrument used to obtain the information was semi-structured questions
directed to the students. In addition, to analyze the data, we used Content Analysis (BARDIN,
2009) with NVIVO 10 software. The results highlight the diversified vocabulary of words and
valuable concepts for the students of the Pedagogy Course such as Early Childhood
Education, children, teaching, teacher , work, fundamental, internship, experience and so on.
On the other hand, we have the knowledge of twenty that are more connected with the
educational area such as Education (2.19%), Children (1.48%), Children (0.92%), Education
%) among others. Also, there is a presentation of a figure with expressions related to the
students' work area and its relation with Early Childhood Education and another with the
aspects that the obligatory curricular stages have given to the students of the UFPA pedagogy
course contributing to their perceptions and practices . Therefore, it was possible to know the
different performances of the students and their perceptions with the work in Early Childhood
Education.
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