Formação do professor de educação infantil: entre o conhecimento e a experiência, os saberes e as práticas: um estudo analítico do município do Rio de Janeiro

• Ano de defesa: 2015
• Autor(a) principal: Reto, Lidiane de Castro
• Orientador(a): Santos, Sonia Regina Mendes dos
• Banca de defesa: Ribeiro, Amelia Escotto do Amaral , Novikoff, Cristina , Rangel, Mary Therezinha Alexandre Simen
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: BR
• Palavras-chave em Português: Formação do professor; Educação Infantil; Formação continuada; Prática escolar; Professores
• Palavras-chave em Inglês: Background of teacher; Childish education; Continuous background
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10207

The teaching is between knowledge and the experience, the learning and practices, this dissertation objective understand the job background of childish education teacher in Rio de Janeiro and it has the study question: What are the possibilities and experiences of background the childish education teacher has found in public schools? What are the strategies for continuous background of childish education teacher. The methodology worked is descriptive, bibliography and case study, qualitative. Interviews were done with Education Municipal Secretary managers, focal group and were also sent questionnaires for childish education managers from the education coordination to know the childish education teacher background from Rio de Janeiro. The background of teacher is one of the factors more relevant to promote the adequate education quality standards. The data reached indicate any aspects that need urgent attention from the municipal public political: the improvement of present continuous background program concentrated in the annual events organization and the effective use of planning times. In the strategies fulfillment, style of the formation is characterized strongly by annual seminary, the teacher is updated, but it does not allow the space for reflection. The teachers say the meetings are good moments of professional exchange and development, but they are not sufficient and observe as fragile aspects: few innovations, the distance from the practical problems of teacher, the focus in theory debate and the missing of date where the teachers work for the reflection about his practical. It concludes that background to attend the childish education particularities is still a challenge. The results about the learning background process still demand new studies, because there are few works regarding to the background reflections.