Possibilities and challenges for the continuing education of early years educators: a literature review

• Autor(a) principal: Gonçalves Marques, Sabrina
• Data de Publicação: 2019
• Outros Autores: Muenchen, Cristiane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/10537
• topic: 7.00.00.00-0 Ciências Humanas, 7.08.00.00-6 Educação; formação permanente; anos iniciais; articulação Freire-CTS; Teaching Science; Ongoing formation; Initials years; Freire-STS joint

The research presented here aimed to investigate theoretical and methodological elements that contribute to the construction of educational processes of educators working in the early years of elementary school. It is based on the understanding that science teaching in the early years faces some challenges and that the offer of permanent education, based on the references of the Freire-STS articulation, is an alternative to the overcome these. Thus, an investigation was made in the minutes of the last five editions of ENPEC and SNEF seeking to identify research that dealt with training processes developed with teachers of the early years of elementary school. Sixteen works were selected from the keywords "Science Technology Society" "Paulo Freire" and "Scientific Literacy", which were analyzed according to the Discursive Textual Analysis. The results indicate some possibilities for building formative processes, divided into theoretical and methodological elements and also some challenges that need to be faced by the formators. The results obtained can contribute to the construction of training processes that seek to overcome the challenges encountered in science education in the early years. However, a perspective of permanent formation is defended with a view to overcoming challenges that involve profound changes in the conceptions and pedagogical practice of educators.