Formação permanente dos docentes da educação infantil: do programa formativo institucional às oportunidades de cyberformação

• Ano de defesa: 2025
• Autor(a) principal: Barbosa, Elza Luiza Villalva
• Orientador(a): Lauriti, Nádia Conceição
• Banca de defesa: Lauriti, Nádia Conceição , Bioto, Patrícia Aparecida , Silva, Marta Regina Paulo da , Vercelli, Ligia de Carvalho Abões , Rossi, Fernanda
• 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; atuação do coordenador pedagógico; formação docente; cyberformação
• Palavras-chave em Inglês: early childhood education; pedagogical coordinator's role; teacher training; cybertraining
• Palavras-chave em Espanhol: educación infantil; papel del coordinador pedagógico; formación del profesorado; educación en línea
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3862

The proposed objective of this study is the ongoing training of teachers under the Special Action Project (PEA) regime and through Cybertraining opportunities. This objective led to the emergence of several concerns that motivated and guided the development of this research: How do teachers perceive and experience their ongoing professional development within the framework of the Special Action Project (SAP) of the selected school and in external training opportunities available in cyberspace? In what way do these different training modalities influence their pedagogical practices? Based on the questions presented, the general objective was defined: To understand how teachers perceive the ongoing professional development experienced in the PEA (Program for the Enhancement of Teaching) and in online learning opportunities, identifying how these formative experiences influence their professional performance. The specific objectives of this research are: a) to analyze, through the data produced, what motivates teachers to seek external training to improve the processes that support their practice; b) to monitor the training provided by the pedagogical coordinator at the selected school, from planning to implementation with the teaching staff, to collect data related to the training journey through non-participant observation. The initial hypothesis is that educators seek training outside the school because they do not identify with the path organized by the pedagogical coordinator. Currently, the offer has expanded into virtual environments, facilitating access and increasing this demand. Based on the intentions and objectives presented, the research will be conducted using a qualitative approach. The instruments adopted are: a) semi-structured interview to characterize the profile and professional performance of the participants; b) document survey and analysis of the educational path at the school; c) online focus group with all those involved. The research universe was defined as an Early Childhood Education Center (CEI) serving children aged zero to three in the city of São Paulo in the East region. The subjects will be three teachers, a pedagogical coordinator, an external trainer hired by the school administration, and a trainer active in Social Media with influence in Early Childhood Education. The research is based on the following authors organized into two focuses: a) conception of Early Childhood Education: Júlia Oliveira Formosinho and Maria Carmem Silveira Barbosa; b) teacher training: Christopher Day, Fátima Freire Dowbor, António Nóvoa, Francisco Imbernón and Vera Placco. With the conclusion of the research, it was possible to contribute to the improvement of training practices, by gaining a broader understanding of how teachers learn, identifying their real training needs, and analyzing the motivations that drive them in the pursuit of transformative knowledge.