Guiding-executing dimension of teaching activity: an experience with the continuing education of professionals in Early Childhood Education

• Autor(a) principal: Lazaretti, Lucinéia Maria
• Data de Publicação: 2022
• Outros Autores: Schmitt, Silvana Lazzarotto, Souza, Cleonice Rodrigues de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/55512
• topic: continuing teacher formation; child education; teaching activity.; educación continua del profesorado; educación infantil; actividad docente.; formação continuada de profissionais; educação infantil; atividade de ensino.

This article aims to portray and understand the training professionals in early childhood education in the municipal public education network in Cascavel - PR, their course and the challenges of its continuity. For this, it is based on the Historical-Cultural Theory, especially in the Activity category and presents reflective elements on the continuing education of professionals in early childhood education, inserting the teacher in teaching activity. The text socializes the formative trajectory advocated in the direction of forming trainees, based on the experience unleashed in the municipal public school system in Cascavel-PR. In addition to listing some challenges in the training of professionals in this stage of basic education, which reflect, to a certain extent, the general educational problems, this article discusses some possibilities of action in the direction of qualifying the pedagogical work to be developed in early childhood education, whose proposal was the organization of formation based on four spheres, mobilizing different training fronts (teacher-trainers; team-SEMED, coordinators and coordinators of schools and CMEIs and early childhood education professionals), with the intention of collectively creating conditions for a continuous and permanent formation, aiming at the historical-cultural conception of education as the humanization of the subjects involved. Thus, in the course of continuing education it is essential to form and create conditions so that actions and operations, through the process of planning and organizing teaching as a social meaning in teaching activity, acquire personal meaning and become a source of teacher self-development, ensuring the conscious character in the unity between the principles of orientation and execution.