SOLO PERMANECE LO QUE TIENE SENTIDO:: LECCIONES DE PROFESORES DESDE LA EDUCACIÓN INFANTIL HASTA EL DESARROLLO PROFESIONAL DEL PROFESOR SOBRE LA DOCUMENTACIÓN PEDAGÓGICA

• Autor(a) principal: Marques, Barbara Alves Ribeiro
• Data de Publicação: 2023
• Outros Autores: Rausch, Rita Buzzi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Cadernos de Pesquisa (Pró-Reitoria de Pesquisa e Pós-Graduação, Universidade Federal do Maranhão. Online)
• Texto Completo: http://periodicoseletronicos.ufma.br/index.php/cadernosdepesquisa/article/view/20377
• topic: Teacher training; Child education; Professional development; Formación de profesores; Educación Infantil; Desarrollo profesional; Formação docente; Educação infantil; Desenvolvimento profissional

The text presents a research which the objective was to elucidate the lessons of early childhood education teachers about the contributions of pedagogical documentation to the professional development of teachers. It is a qualitative research, of collaborative type. As data production procedures, we used the narrative interview, carried out via the Teams Platform, the teacher autobiography workshop and letters that were written and exchanged by beginning and experienced teachers. As a theoretical framework, we used Ostetto (2000; 2012; 2018), Oliveira-Formosinho (2011; 2016; 2019), Nóvoa (2009; 2017; 2019), Freire (1996; 1997). To categorize and interpret data, we used Bardin's content analysis (1977). The lessons identified involve the relationship between theory and practice in the formation path; the need to expand the time and spaces for continuing education centered on Children’s Education Centers; the needs that require experienced teachers to become mentors for beginning teachers in entering teaching; the enchantment of teachers with the teaching profession; qualitative changes in pedagogical records during the course of the profession; the crossings of aesthetics in teacher training and in the production of pedagogical documentation and the centrality of the child in pedagogical documentation. As a result of the analyses, we highlight the importance of training paths, especially continuing education as moments to promote reflection.