A formação em contexto nas instituições de educação infantil: em busca da práxis

• Autor(a) principal: Batista, Luciene
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000d9gm
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7285
• topic: Ensino; Educação infantil; Formação docente; Formação em contexto; Práxis pedagógica; Teaching; Early child education; Teaching training; Training in context; Pedagogical praxis; EDUCACAO::ENSINO-APRENDIZAGEM

This study sought to examine the proposal of training in context of two Early Child Education Municipal Public Centers (CMEI) in the City of Goiania (RME). The Policy of Extended Education in the Municipal Bureau of Education and Sports in Goiania materializes through Projects and Training Activities in which insets the training in context, consisting on training activities carried out in the workplace, from the problematics of pedagogical practice of the staff. Such problematics intend to boost speculation on teaching function through the light of a theoretical framework aimed at rethinking the pedagogical praxis. The research focuses on the understanding of the process of articulated training in context with the pedagogical praxis; analyzing how teachers investigate their own pedagogical practice and identifying how research permeates the training context in order to boost professional development. Also, it sought to further analyze the final reports on the effectiveness of the Training Plans of the two Early Child Educational Institutions in Goiania which have taken part in the survey in order to learn how the actions implemented in the training context contributed to cause the link between theory and practice, their chances of promotion of reflective practice and reframing teaching activity. Thus, craving to learn the peculiarities of a social phenomenon that presents complex and unique situations, taking as object of study the extended education in the context of CMEIs. In order for that to occur, the qualitative approach was used with the adhibition of diverse procedures and tools for collecting information such as: bibliographical and documentary analysis, semi structured collective interview and questionnaire. It was intended to not only carry out a description of the information gathered during the research, but also to contribute to the debate about the teacher training through detailed analysis of the information collected, making connections and correlations that drove explanations and interpretations in the production of new knowledge about the extended education and professional development of teachers. It was evinced that professionals, in the working conditions that are offered to them, have sought and modify pedagogical practice by questioning the reality experienced in the contexts of early child educational institutions. However, a development of public policies to promote functionary appreciation is necessary, professional and above all improve the working conditions in order actualize the training in context with the premise of transforming social and educational reality.