Formação docente em contexto na educação infantil na perspectiva da pedagogia da escuta

Abstract

This research contemplates the studies of teacher training in the context of early childhood education from the perspective of the so called listening pedagogy. Its general objective was to investigate the potentialities that emerge from the teacher training experienced in the contexts of early childhood education and its contributions to the pedagogical practice from the perspective of the listening pedagogy at a municipal early childhood education school in the city of Bento Gonçalves/RS. The relevance of this study is justified because it is a subject that is being currently debated in the field of education, showing that the listening pedagogy can be a very useful tool for education within the school space. Further more, this research adopts a qualitative approach (André, 1995) assisted by the so called action research methodology (Thiollent, 2011) and a data analysis accordingly to the so called discursive textual analysis (Moraes; Galiazzi, 2016). The research data comes from gathering contributions from the school's current Pedagogical Proposal, as well as from the conduction of a group of discussions (the focus group) and from other pieces of information collected by the teachers in their logbooks at the end of each of the four training meetings held. The main authors who served as a theoretical basis were: Loris Malaguzzi, Rinaldi (2012), (1992; 1995; 2015, 2020), Tardif (2005; 2019, 2020), Barbosa (2006; 2013; 2016), Oliveira-Formosinho and Formosinho (2002; 2007), Kishimoto (2002), Pinazza (2014) and Fochi (2015; 2019). Therefore, the result of this investigation is the recognition of the potential of the teacher training from the perspective of the pedagogy of listening in early childhood education, i.e. the reassurance of the teachers as role players and as a team regarding the teaching process in which they are involved; the recognition and appreciation of the knowledge that each teacher carries within themselves; the importance of understanding and studying the educational theories and regulations, which are part of the school system despite the fact that they are usually seen as isolated from the teaching practice; and finally, that it has been observed that every improvement in team engagement tend to lead to an better school experiences including in term of teaching techniques qualification, which happens to be the pursued idea of professional excellence in education. [resumo fornecido pelo autor]