STRESS IN CHILDHOOD EDUCATION TEACHERS: A BIBLIOMETRIC STUDY

Abstract

Despite the legislative, academic and practical advances in favor of quality in the kindergarten stage, it is currently perceived that a key aspect for such improvement is being neglected, and corresponds to the teacher's working and health conditions. This article discusses the relationship between Stress and Early Childhood Teachers, and aims to gather data on the academic production on Stress and Early Childhood Teacher Education from 2008 to 2018. This research is bibliometric and has a quantitative and qualitative approach, using the literature review technique and the analysis of co-authoring networks and connections between key terms for information examination. The search directories used were: CAPES, SCIELO, LILACS and ERIC, and after applying the inclusion criteria, 35 articles could be selected. Of these, most are national investigations (23) and the other research (12) are international. The analysis of the co-authorship networks revealed that there is a group that has more prominence, because it relates and publishes on the aforementioned theme and establishes timid relationships with other groups with different subjects. In the keyword network, the main descriptor “early childhood education” exerts and receives influence from groups of the same or different subjects, such as “science teaching” and “domestic violence”. However, it is considered relevant that the theme has further research, through new partnerships between researchers, and the expansion of connections with other areas of science.