Formação continuada em educação infantil: desafios e perspectivas de uma formação em contexto na rede municipal de Santa Cruz do Sul/RS

• Autor(a) principal: Haas, Bárbara Inês
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/15530
• topic: Políticas públicas; Educação infantil; Formação continuada; Formação em contexto de educadores da educação infantil; Public policies; Child education; Continuing education; Training in the context of early childhood educators; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Childhood education, which was dreamed up, sought and consolidated in Brazil during its expansion history, demonstrates the society's view of childhood, the role, the social position of the child and the examples of "success" practices adopted at different times. These examples and practices are based on a proposal focused mainly on the contemplation of aspects related to schooling and care of the child from 0 to 6 years, leaving "herdances" in the pedagogical practices until today. This made the need for a training space for early childhood educators to be discussed in order to overcome this situation. In this way, this research aims, in general terms, to analyze how the continuing education of the educators of a nursery school in the municipality of Santa Cruz do Sul / RS can contribute to the quality of care for children. It had specific objectives: to know how the continuous education of educators of infantile education in the Municipal Network of Santa Cruz do Sul / RS occurs; to verify how continuing education is linked to the professional development process of the childhood educator and to reflect on the continuing education of primary school educators in this municipality, pointing to possible re-meanings in daily pedagogical practice. The methodology of the research was organized from a qualitative approach, using action research on the basis of investigative action. For the data collection, the method of narrative interviews was used in formative meetings, with the participation of thirty six educators who develop their professional activities in a Municipal School of Early Childhood Education in the city of Santa Cruz do Sul / RS. At the end of this research, it was concluded that the professional development of pre-school educators necessarily reflects their type of professionalism and the different contexts - meso, exo and macrossistemas - influence directly and indirectly their daily practice - microsystem (OLIVEIRA-FORMOSINHO, 2002 ). The need for a dialogue for the creation and maintenance of a space of continuous formation in context in the researched school was also evidenced, being this research considered a reference for the future organization of this space, understanding that the protagonism of the adult and the child favors the construction of quality care in Early Childhood Education.