?Eu poderia at? ser a professora? : conflitos entre forma??o e pr?tica a partir do PROINFANTIL em Nova Igua?u

• Autor(a) principal: Queiroz, Isabele Lacerda
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4267
• topic: Forma??o de Professores; Educa??o Infantil; PROINFANTIL; Teacher Education; Early Childhood Education; PROINFANTIL; Educa??o

This work raises the discussion of the possibilities about the links between teacher-training and teaching practice, especially, analysing the Initial Training Program for Teachers in Early Childhood Education in Exercise - PROINFANTIL. A program of beginner teacher training to teachers that had been working with lower primary. This program happened in Nova Igua?u from July 2009 to July 2011. The program is a partnership between the federal government, states and counties with the purpose of qualifying on a high school level, the teachers who had been working in lower primary school without the minimum qualification required by LDB No. 9.394/1996. In Nova Igua?u, the PROINFANTIL has prepared 19 teachers from the Public lower Primary Schools (EMEI) and Community Creches. These teachers are now suitable for teaching lower primary year group. The research aims to discuss the effects of the first PROINFANTIL on the practices of teachers trained by the program in that specific county. Focusing on the discourses produced there, looking to know the challenges, tensions and continuities of this training. This is a qualitative research, inserted in the field of humanities. For the theoretical studies we chose the contributions of Mikhail Bakhtin (1986, 1997, 2008), which sees language as central element of society, the concept of experience in Walter Benjamin (1994), which does not differentiate small from large facts, conceiving the importance of storytelling from the experiments and the concept of praxis in Paulo Freire (1987, 2001), which proposes a reflection of practice based on critical consciousness and transform reality. These authors dialogue the subject as language, history and culture, able to transform the world through social experience. We used participant observation in order to insert into the search field interviews and memorials training of two teachers who participated in the PROINFANTIL, one from a Public lower Primary School and one from a Community Convenanted Creches. This choice was due to the different natures of these institutions. The deepening in the field made to emerge four analytical categories that showed significant tensions between training and practice, namely: identity, care and educate, precariousness and appreciation, and PROINFANTIL contributions. The result of this study indicates that PROINFANTIL presented ambiguities, since, by providing quality training, it did not consider the complexity of the public served by not providing conditions that teachers, now formed, ensure the effective exercise of the teaching in the institutions where they work. Moreover, the course moved these professionals to develop a more critical about their practices and their working conditions.