Formação continuada de professores da pré-escola da Rede Municipal de São Paulo: um estudo sobre a autonomia e heteronomia

• Autor(a) principal: Oliveira, Karin Patricia
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/23545
• topic: Educação Infantil; Formação continuada; Pseudoformação; Early childhood education; Continuing education; Pseudoformation; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

The present study aims to investigate the continuing education of teachers of the Municipal Education Network of São Paulo - more specifically, preschoolers who attend children between the ages of four and five years old - in relation to heterogeneity and time, as important sphere of training. The authors of the critical theory of society were adopted as a theoretical reference, including Theodor W. Adorno, Max Horkheimer and Herbert Marcuse, based on the concepts of cultural formation, pseudoformation, autonomy and adaptation. The method privileged the content analysis of the main official documents of the municipality of São Paulo, published by the Municipal Department of Education, between the years 2013 to 2018, used in formation hours, as a subsidy for the improvement and professional development of teachers. The primary sources of the research are: a) official documents, namely: Normative Guideline nº 01/2013: Evaluation in Early Childhood Education - Improving the eyes (2014), Integrating Curriculum of Childhood Paulistana (2015), Revisiting, Resignifying, Evaluating and Replanning (2016) and Quality Indicators of Early Childhood Education in São Paulo - Dimension 8 (2016); and b) the records prepared by the teachers denominated: Special Action Project (PEA), Action Plan for the Quality Indicators of Early Childhood Education in São Paulo, Collective Analysis of Records and the Political Pedagogical Project. The results indicate that heteronomous processes in the continuing education of teachers prevail, legitimizing pseudoformation. The studies of official documents, in the period from 2013 to 2018, maintain permanence regarding the conception of children, educators, objectives and teacher training. With regard to the inclusion of permanences or modifications in the documents prepared by the teachers, there was an oscillation indicating the little use of the official documents of the São Paulo Secretary of Education, sources of this research, accompanied by the more frequent recurrence of the National Curriculum References for the Early Childhood Education (RCNEI, 1998) and Curricular Guidelines: learning expectations and didactic guidelines (2007). Thus, it is concluded that the documents do not affect the training of teachers, with a view to training for autonomy. The teachers' records express the concepts through literal transcriptions of the documents, an indicator of the fragility of the essential expressions of criticism and resistance necessary for political and autonomous formation