Formação continuada para professores da educação infantil em tempos de pandemia

Abstract

This paper addresses the theme "Continuing Education for Early Childhood Education Teachers in times of pandemic", with the general objective of investigating what should be observed for the continuing education of educators at this level of education in this pandemic scenario experienced. Given this context, the aforementioned investigation sought to answer the research problem "What aspects should the continuing education for professionals in Early Childhood Education contemplate in order to meet the needs they are facing in pedagogical mediation in this pandemic moment?". The investigation described, of an applied nature, qualitative in terms of approach, exploratory in relation to its objectives, in the field modality, was developed through the Case Study methodology (GIL, 2008) with application of semi-structured interviews with early childhood education teachers, from the municipal school system in the city of Carlos Barbosa - RS The data collected through these interviews were analyzed using the discursive textual analysis technique (MORAES, 2003) and was based on theoretical contributions by Gatti (2010, 2013-2014), Machado (1999), Freire (1996), Medel (2016), Prada; Freitas and Freitas (2010), Nóvoa (2009), Barros and Menezes (2020), Broilo and Neto (2021), among others. The analysis and discussion of the results allowed them to be grouped into blocks of themes, namely: "Challenges for Early Childhood Education in the midst of the pandemic moment; Kindergarten Teachers: limitations of remote teaching; Early Childhood Education: the importance of continuing education for teachers in times of pandemic." The study allowed the construction of knowledge based on the theoretically based responses of the interviewed teachers. Thus, the need for continuing education that addresses issues such as ways to mediate children's learning through the use of technologies, how to carry out the assessment of children's development and how to organize plans and playful activities for the modality of teaching became evident. remote. Furthermore, the study showed that through continuing education, teachers improve their knowledge and feel safer to develop their activities amid the new settings of school, teaching and learning. [resumo fornecido pelo autor]