POLICIES AND FORMATION PROCESSES OF TEACHERS IN EARLY CHILDHOOD EDUCATION

• Autor(a) principal: Monteiro, Filomena Maria de Arruda
• Data de Publicação: 2016
• Outros Autores: Palma, Rute Cristina Domingos da, Carvalho, Sandra Pavoeiro Tavares
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5331
• topic: Educação Infantil; Política de Formação; Especialização; Aperfeiçoamento.; Childhood Education; Formation Policy; Specialization; Improvement

This paper aims at presenting the route experienced during the implementation of the Specialization Course in Teaching in Early Childhood Education, developed by the Federal University of Mato Grosso (UFMT) in partnership with the Ministry of Education (MEC). The course is part of the National Policy on Teaching Formation for Early Childhood Education from 2010 to 2016. The offer of 10 Specialization classes and 8 Improvement classes provided the opportunity continued training of approximately 800 professionals from Childhood Education, who belong to 23 municipalities in Mato Grosso state. According to the course participants, the training process contributed not only to the understanding of childhood and early childhood education and the relationship between theory and practice, but also to the significant improvement in the teacher-student relationship, which provided them with new knowledge, as well as different possibilities in preparing the planning and execution of activities. Furthermore, the experience was found to be enriching for most participants since after the course some of them were invited to be part of the Secretariat team of Education in their municipalities; others were approved in the selection process for management and pedagogical coordination positions, or for Masters degrees. They were indicators of the importance of continuing education and personal involvement in the process. Finally, it is considered that the critical reflection on the policies, theories, and practices can create opportunities to experience new pedagogical proposals from the perspective of reflection-action-reflection, breaking new ground in the teacher professional development perspective.