O processo formativo em contexto para professores de uma escola de Educação Infantil na rede municipal de Diadema -SP

• Ano de defesa: 2023
• Autor(a) principal: Passos, Fernanda Cristina Mota Vellado
• Orientador(a): Lauriti, Nádia Conceição
• Banca de defesa: Lauriti, Nádia Conceição , Giovanni, Luciana Maria , Vercelli, Ligia de Carvalho Abões , Silva, Marta Regina Paulo da , Bioto, Patricia Aparecida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: educação infantil; formação em contexto; documentação pedagógica; coordenação pedagógica; estratégias formativas; prática pedagógica
• Palavras-chave em Inglês: early childhood education; training in context; pedagogical documentation; pedagogical coordination; training strategies; pedagogical practice
• Palavras-chave em Espanhol: educación infantil; formación en contexto; documentación pedagógica; coordinación pedagógica; estrategias de entrenamiento; práctica pedagógica
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3662

This study had as object the training in context in a school of Early Childhood Education in the Municipal Network of Diadema. It started with the following problematizing questions: How does the formative journey experienced by teachers change daily practice? Which elements and formative strategies are needed to produce real transformations in the teachers’ practice? The general objective was to identify and analyze which strategies used in the formative processes can affect the pedagogical praxis of Early Childhood Education teachers. The following were listed as specific objectives: to identify the challenges, weaknesses and potentialities in the training process in context; to identify if transformations occur in the teachers’ actions and to analyze the contribution of the study of pedagogical documentation for the qualification of pedagogical practices in Early Childhood Education. Our assumption is that even with a large offer of in-service training, many practices in Early Childhood Education are still centered on content and are carried out at school in a transmissive way, thus perceiving an automatism in the actions of teachers that does not lead to reflection on their practice and its consequent transformation. The research methodology was a qualitative approach of the research-training type, the instruments of data production were: Participant observation and analysis of formative moments. Semi-structured interviews, document analysis and writing of self-narratives by the teachers were also used. The research participants were four teachers (two per period) who work in the selected Early Childhood Education unit. The analysis of the data produced was carried out in the light of Laurence Bardin content analysis and we listed three categories: the transformations in practices at the Novo Bosque school; professional development and challenges of the formative path. As a theoretical reference, we based ourselves on the following authors: Marie-Christine Josso, Isabel Alarcão, Cristiano Alcântara, Paulo Sergio Fochi, Paulo Freire, Francisco Imbernón, Ana Lúcia Goulart de Faria, Maria Carmen Silveira Barbosa, Suely Amaral Mello, Antonio Nóvoa, Júlia Oliveira-Formosinho, Carla Rinaldi, Maria Alice Proença, Vera Lúcia Trevisan de Souza, Vera Placco and in the following official documents: National Curriculum Guidelines, National Common Curriculum Base, Diadema Curriculum Proposal, Quality Indicators and Political-Pedagogical Project of the School Unit. The results obtained indicate that the qualification of the practice of teachers and their professional development are directly linked to the formative processes experienced in the places where they work, which need to be truly participatory, as well as it was confirmed the importance of the pedagogical coordination in the dialogue with the teachers in the formation movements in context.