Ações formativas oferecidas aos profissionais da primeira infância no município de Santos-SP: implicações e considerações

• Autor(a) principal: Novoa, Tatiana Ramires Franqueira [UNIFESP]
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=10191467; https://hdl.handle.net/11600/64784
• topic: Preschool Education; Professional Qualification; Take Care; To Educate; Educação Pré-Escolar; Formação Profissional; Educar; Cuidar

In his early years the child can develop skills and build lifelong learning. Teaching practice in The Early Childhood Education segment, first stage of Basic Education, presents itself quite differently in the society in which we live and gradually builds up according to its recent history, making the discussion of teacher training who acts in this scenario vital. This research aimed to analyze training actions carried out with teachers and managers of Municipal Units of Early Childhood Education, in the city of Santos, SP, offered in the years 2016, 2017 and 2018 by the Continuing Education Section of the Secretariat of Education. It was decided to explore the investigated data making use of documentary research through a retroactive study with a qualitative approach. The contents of documents referring to nine training courses offered to Early Childhood professionals in the municipality were selected and organized. For the analysis and discussion, data were treated and grouped by similarity forming thematic nuclei and then structured in the categories: 1) Conceptions that underlie the inseparable practice of Care, Educate and Play; 2) Axes of educational work; 3) Pedagogical management; and 4) Common National Curriculum Base. The exploration of the data allowed the understanding of the path constituted and the results of the research demonstrated the formative process, year by year, discussing essential themes to teaching work in the early childhood segment, and a commitment in the professional qualification of the pedagogical coordinator in line with the legislation. It was also possible to detect weaknesses in the process, such as the gap of a greater commitment to the binomial caring and educating and the training of daycare professionals. The conclusion of this research made possible to identify the investments made, but made it impossible to know the effects on school practice. However, it allowed the elaboration of the proposal for a technical product, “First childhood: training space for early child education professionals”, with a view to repairing the fissures in the process related to the merger of the actions of caring and educating in the pedagogical practices developed with children from zero to five years old.