Necessidades formativas do professor iniciante no Centro de Educação Infantil: apontamentos para a formação

• Ano de defesa: 2021
• Autor(a) principal: Silva, Wanderson Mariano da
• Orientador(a): André, Marli Eliza Dalmazo Afonso de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Professor iniciante; Educação Infantil; Necessidades formativas
• Palavras-chave em Inglês: Beginning teacher; Child education; Training needs
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23580

The beginning of the teacher´s professional career is marked by many discoveries, challenges, attempts to learn to be a teacher already in his work context. This moment is seen by many beginning teachers as a reality check. They need theoretical and practical knowledge, which we believe can be worked out based on their training needs, in the area of continuing education. Thus, with a focus on the training needs of the beginning teacher, we present the following guiding question: What are the training needs of the beginning teachers who work in Early Childhood Education with children from 0 to 3 years old? In order to find answers to our research problem, we have outlined the general objective: Analyze the training needs of teachers beginning in Early Childhood Education, with a view to developing a training proposal. And the specific objectives: Identify the main challenges faced by teachers at the beginning of their careers; Know the strategies used to deal with these challenges; Identify the training needs of beginning teachers working in early childhood education from 0 to 3 years old and Point out guiding principles for a training proposal. The research context was a Partner Network of the Municipality of São Paulo, and the subjects were beginning teachers. As a methodological reference, we developed a qualitative research, and for data collection we chose to use the semi-structured interview with six beginning teachers who work in a Child Education Center of the Partner Network of the Municipality of São Paulo; and, for data exploration, we opted for Prose Analysis (ANDRÉ, 1983). We adopted as a theoretical framework Kramer (2006), Imbernón (2011), Marcelo García (1999), Nóvoa (1997), André (2016). The results indicate the importance of continuing education in the context of Early Childhood Education for the beginning teacher and focusing on the specificities of childhood regarding the actions of caring and educating, routine, planning and training centered on practice. The testimonies of the beginning teachers revealed challenges present in the pedagogical practice. In addition, the research carried out allowed a more critical and reflective look at the practice and it was given a new meaning, resulting in a more investigative posture in relation to the pedagogical work developed at the daycare center by these beginning teachers. Finally, the research contributed to validate that the Child Education Center is a space for mutual learning. In practice, the beginning teacher learns more about his profession and can advance in understanding the theoretical knowledge that he had access to in his initial training. The educational institution also benefits and learns from the beginning teacher, because even without experience, he can bring new possibilities for improvement in the pedagogical work