A formação continuada do educador mediador-investigador na educação infantil

• Autor(a) principal: Oliveira, Andrea Caram de
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/27333
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ADMINISTRACAO EDUCACIONAL; Educação infantil; Educador mediador-investigador; Formação continuada em serviço; Continuing education in service; Early childhood education; Educator mediator-researcher

Transmissive pedagogical practices have been part of education for the last century and, nowadays, have often been topic of discussion in various sectors of society so that early childhood education, influenced by traditional methods, is not only considered a preparatory phase for elementary school, and puts at risk the benefits of childhood and the formation of young children, the development of autonomy and creativity, to the detriment of a curriculum that focuses on contents standards and is distant fromreality and needs of the age group. This study aims to show the importance of participative and democratic pedagogies for early childhood education, through conceptions that recognize the rights of children and value the construction of knowledge through social interaction, experience and active participation, based on contexts of their reality. Broadening knowledge about methodological approaches that consider children from an early age as protagonists of learning processes, and teachers as mediators and researchers of the paths they construct, aims to highlight the need for a training of educators that continuously enables the development of these roles, in service, that is, from their own practice. It was verified through literature review that the school needs to be considered a space of formation, in which the analysis and reflection of the processes of learning and development of the children enable the educators, through exchanges and collective constructions, to evaluate strategies and objectives, identify problems, reflect and discuss solutions that mobilize theoretical knowledge, and build political pedagogical projects that reflect the ideals and needs of the school community. The presentation of indicatives for the elaboration of continuing education projects in service of the mediator-researcher educator can become a significant contribution for managers and trainers who wish to find ways for a participatory and democratic pedagogical practice with a specific focus on children in early childhood education