Formação continuada de professoras da educação infantil: contribuições para as práticas pedagógicas

Abstract

The research's overall objective is to analyze the contribution of continuing education to the pedagogical practices of teachers of four- and five-year-old children. This objective was guided by the following question: What is the teachers' perception of the contribution of continuing education to the pedagogical practices they develop in Early Childhood Education? Early Childhood Education, as the first stage of Basic Education, is recognized as a fundamental right and requires specific and updated training as an individual and collective commitment. From this perspective, the research, through narrative interviews, collected data from teachers on the staff of a municipal public school. The research was designed using a qualitative approach, characterized as narrative. The data were analyzed using content analysis and showed that, despite the challenges and mismatches with the real needs faced in the daily classroom routine, teachers are able to benefit from the continuing education offered, even if it is ad hoc and temporary. This is important for redefining their pedagogical practices and giving meaning to the content taught at this stage of education. It was evident that lack of time and motivation are challenges to effective participation in the training offered by the institution's sponsoring body. We hope that educational policies will be more effectively directed toward the continuing education of teachers working in this phase of education, reflecting pedagogical practices that contribute to the comprehensive development of children, as referenced in official documents. We also hope that the results and reflections that emerge will inspire further research on this topic with other approaches.