This text examines the training of professionals working in early childhood education public institutions in the city of Guarapuava-PR, based on the assumption that this training directly influences the teacher's role in the organization of the pedagogical work and educational processes developed with children. For research purposes, questionnaires were applied to professionals of the Municipal Child Education Centers of this municipality, and interviews were discussed with approximately 15% of them. The questionnaires provided important information about the professional training of teachers. The interviews addressed issues such as working conditions and the pedagogical work organization, among others. The responses were then transcribed, and submitted through content analysis, resulting in four thematic categories: a) data about the working conditions; b) continuing education offered by the sponsor; c) guidelines received institutionally for the organization of work and; d) Professional profile of early childhood education according to the teacher’s conceptions. The results indicate that most practicing professionals have completed distance training, or are in the process of doing so, whether at secondary or higher education. There is a proposal of continuing education in the municipality. The poor working conditions also stood out, reflected in a number of difficulties that end up compromising the work with the children. These results confirm the urgency of public policies that include guidelines and education strategies in service and, fundamentally, forms of entry that enhance the value of these professionals, in order to reduce the contingent that abandons this career, or wants to abandon it, as was evidenced in the various reports obtained.