Professores de educação infantil de uma comunidade investigativa traduzindo a base nacional comum curricular em práticas pedagógicas

• Autor(a) principal: Silva, Márcia Tostes Costa da
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: https://dspace.mackenzie.br/handle/10899/28562
• topic: desenvolvimento profissional docente; educação infantil; aprendizagem; práticas docentes; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study is part of the research that addresses the professional development of teachers. Through a qualitative descriptive-analytical study, we seek to understand how early childhood teachers in a public research community translate the Common Curriculum for Early Childhood Education (BNCC) into pedagogical practices. As research instruments, we used an interview with a semi-structured script, the observation and analysis of documents by three teachers and a director, all from the Public Schools of the West Zone of the Metropolitan Region of São Paulo, working in early childhood education. The aim of this research is to understand how the teachers are expressing in their pedagogical practices the knowledge acquired by themselves and through training carried out at the school in order to translate the BNCC into pedagogical proposals. We understand that the possible translation of BNCC into pedagogical practices depends on some factors, among them, that the teacher must have an investigative attitude, because teachers with an investigative attitude are committed to their profession, to the children in their classroom and to the school in which they are inserted (COCHRAN-SMITH; LYTLE, 2015; MIZUKAMI, 2020; FIORENTINI; CRECCI; 2016). We conceive teacher training as a process inserted in the professional development aspect of teachers, in which the teacher is the center of their education, the teacher is understood as a person who carries beliefs, values, experiences, choices and feelings into the profession, and whose learning happens individually and collectively (OLIVEIRA-FORMOSINHO; 2009; MARCELO; 2009a). Another factor that we believe is important for the translation of BNCC into pedagogical practices that is defended by authors such as Shulman (1987, 2014, 2015); Mizukami (2004, 2020), Almeida et al., Loughran, Keast and Cooper (2016) and Marcon, Graça, Nascimento (2011), is the existence of a knowledge base for broad, strong and flexible teaching, because the existence of a the knowledge base for teaching makes available to the teacher a world of knowledge about teaching, so that, starting from these, he can expand and recreate them. Among the knowledge accessible to the teacher, the most important is the pedagogical knowledge of the content, because it builds repertoires of responses to problem situations, creates new understandings and more sophisticated knowledge arising from different types of information from the teacher's reflection. We consider the relevance of this study to the field of Education to be the fact that we have documented and made explicit practices and the pedagogical reasoning of experienced teachers of early childhood education who may be able to help other teachers in their daily lives.