A FORMAÇÃO CONTINUADA DOS PROFESSORES DA EDUCAÇÃO INFANTIL DO MUNÍCIPIO DE BACABEIRA: Implicações para a prática docente

• Ano de defesa: 2024
• Autor(a) principal: RODRIGUES, Marcella Bezerra Carvalho
• Orientador(a): NASCIMENTO, Ilma Vieira do
• Banca de defesa: NASCIMENTO, Ilma Vieira do , MELO, Maria Alice , BONFIM, Maria Nubia Barbosa , DUTRA, Rosyane de Moraes Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: Educação Infantil; Formação Continuada; Projeto Avante Educação
• Palavras-chave em Inglês: Early Childhood Education; Continuing Education; Avante Educação Project
• Área do conhecimento CNPq: Avaliação de Sistemas, Instituições, Planos e Programas Educacionais
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/6282

This study focuses on the Continuing Education of Early Childhood Education Teachers in the Municipality of Bacabeira, based on their experiences in the Avante Educação Project, promoted in partnership between the Vale Foundation and the Municipal Department of Education of Bacabeira (SECMED). The objective of the research is to analyze the aforementioned process in that municipality and identify the contributions that were added to teaching practices. The methodological approach was based on Content Analysis, based on the theoretical assumptions of Bardin (2016). The instruments for data collection consisted of the application of questionnaires to the research subjects and group interaction, based on the focus group technique. The research subjects were the teachers of the Early Childhood Education classes (daycare and preschool), school administrator and school supervisor, who participated in the Avante Educação Continuing Education Program. The overall organization of the training was well evaluated, with the experiences focused on the National Common Curricular Base (BNCC), being considered timely and arriving at the right time, encouraging the use of technology especially during the pandemic. However, negative points were detected related to the online format and the materials in the collection provided with little instruction. The Training Program was seen as an opportunity to expand, improve and resignify knowledge, which led participants to reflect on pedagogical practice, as well as a guide for this practice, since it offered theoretical and practical support that worked as relevant tools in the exercise of their functions, with activities of different natures. Educational practices began to reflect more directly the local culture and environment, promoting a sense of identity and belonging among students. The research identified three main areas of intervention: exploring the nature and context of the child, reorganizing the classroom environment and strengthening the protagonism and autonomy of children. Some challenges were identified in the area of school management, with families understanding new approaches and teachers assuming the role of researchers in their own practice. In short, the changes and possibilities implemented through the training provided by the Avante Project represented a significant advance in early childhood education in the municipality, showing that it is possible to create a more inclusive, interactive and effective educational environment, aligned with the needs and contexts of children.