Formação continuada dos professores da educação infantil: análise da produção de teses e dissertações na região sudeste (1996-2004)

• Ano de defesa: 2008
• Autor(a) principal: Santos, Rúbia Andréa Duarte dos
• Orientador(a): Jardilino, José Rubens
• Banca de defesa: André, Marli Eliza Dalmazo Afonso de , Souza, Carlos Bauer de
• 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 em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Formação continua; Educação infantil
• Palavras-chave em Inglês: Training continues; Child Education
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/tede/handle/tede/377

This dissertation examines the academic production found in theses and papers written, from 1996 to 2004, in public universities, which are located in the southeastern region of Brazil. It considers the ongoing formation of kindergarten teachers as the subject of investigation. The analysis is developed to surface and to discuss the themes related to the conception of childhood, the theoretical referential and the conceptions of ongoing formation which are highlighted by the authors of the already mentioned academic production. We fallow in this paper the qualitative methodological approach to achieve our purpose and we give privilege to the analysis of the content because our research was done based on theses and dissertations. From the theoretical point of view the subject of ongoing formation is explored in two ways. First, in a more general manner, it presents the conception/understanding of the formation of the teachers identified by authors who have studied this subject from the historic perspective and based on the analysis of the practice of the teachers. The support to this approach is taken from the studies done by Oliveira (1977), Castro (1978), Schön (2000), Contreras (2002) e Ghedin (2005). Second, the discussion about the ongoing formation takes place in the kindergarten context. The support of this analysis is from Kuhlmann (2001), Nosella (2002), André (2002), Picelli (2002) e Rosseto (2003). The analysis developed in this research points to the progressive but not yet enough scientific investigation regarding to the ongoing formation of the kindergarten teachers. It can contribute to the rupture of the generalist perspective that we referred to in the beginning of our paper and it permeates the discussions on this subject. We observe an interventionist tendency in the theses and dissertations as the researchers assumed an attitude as trainers in the context of their researches and not as observers of the formation processes already happening in the kindergarten unities/schools. We ascertain also that the academic production has given privilege to themes such as the professional profile of the kindergarten teacher, the public politics for this stage of education and the elaboration of a conception on childhood able to comprehend the characteristics of this age group attended by this level of education.