A formação continuada de professoras no contexto da educação infantil

Abstract

The present research, entitled "Continuing Education for Teachers in the Context of Early Childhood Education," is linked to the research line "Educational processes, language, technology, and inclusion," as well as to the Education Observatory, specifically to the research line "Teaching, curriculum, and teacher training" of the Graduate Program in Education - PPGEDU-UCS. The central issue addressed was how the processes of continuing education for teachers are constituted in the context of an Early Childhood Education school. The general objective was to investigate the constitutive processes of continuing education for teachers in the context of Early Childhood Education in a school in the city of Caxias do Sul – RS. To answer this issue, three specific objectives were proposed: to understand the context of the Early Childhood Education School and the teachers' perceptions based on continuing education; to map the path of continuing education for teachers working in this Early Childhood Education School; and to identify the conceptions of childhood established in the relationship that teachers establish between professional knowledge and the learning constructed from continuing education. Considering the investigative prism of this study, the theoretical framework included Freire (1991; 2006, 2021), Imbérnon (2009, 2010), Libâneo (2001; 2004, 2007), Nóvoa (1995; 2001; 2002; 2009, 2012), Tardif (2009; 2010, 2014), referring to continuing education. In the field of continuing education in the context of Early Childhood Education, Oliveira-Formosinho (2002) and Barbosa (2018) are considered. Using a qualitative approach (BOGDAN; BIKLEN, 1994), the research methodology was inspired by Action Research (THIOLLENT, 1986). The constructed data were analyzed through Discursive Textual Analysis (DTA) (MORAES; GALIAZZI, 2011). Three continuing education meetings, named Formative Contexts, were proposed to the participating teachers in the research, which, together with the institutional documents of the school, constituted the study corpus. The results indicated little value given to the Pedagogy degree, considered by the teachers as a formation linked to theory without practice. A dichotomy between theory and practice was observed, as teachers seek ready-made strategies in continuing education to face the specificities of teaching in the context of Early Childhood Education, without reflecting on practical action. There was a need for continuous dialogue to achieve a deeper understanding of the child and its relationship with knowledge construction and the pluralities of childhood in the context of Early Childhood Education. A new category of teacher knowledge, the Sensitive Knowledges with Childhood, emerged as a structuring element of a pedagogy of childhood (OLIVEIRA-FORMOSINHO; KISHIMOTO; PINAZZA, 2007). Finally, it was evident that continuing education needs to be carried out in context, observing the specific needs of each group of teachers and each school. [resumo fornecido pelo autor]