Docência na educação infantil: proposta de formação continuada de professores desenvolvida em uma escola pública do município de Medianeira (PR)

• Ano de defesa: 2019
• Autor(a) principal: De Marco, Marilete Terezinha
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL PAULISTA JÚLIO DE MESQUITA FILHO; Medianeira; Brasil; Programa de Pós-Graduação em Educação; UNESP
• Palavras-chave em Português: Educação; Professores - Formação; Professores de educação pré-escolar; Education; Teachers, Training of; Preschool teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.utfpr.edu.br/jspui/handle/1/4674

This study is about a doctoral thesis accomplished at the Post Graduation Program at Education in São Paulo State University (UNESP) campus Marília, focusing studies about the continuing teacher education and its implications regarding to teaching and emancipating educational practices with the small children. The teacher performance implies the knowledge appropriation directed to the planning and organization of educational actions, intentionally turned to the child involvement in what she does at school, in order to promote advances in her intelligence and personality development. In Early Childhood Education, the continuing education processes strengthen themselves by studies and interventions developed aiming the appropriation of principles able to raise the chances of success of the teaching activity headed to the human formation at childhood. In these studies, are involved comprehensions about the childish development specificities, activities through the ones the child can humanize herself in the early years of life, and the teacher role in these processes. These arguments encouraged the research problem: The continuing teacher education, with theoretical and methodological aids based on specificities of the teaching at the Early Childhood Education can offer instrumentation for a pedagogical act more intentionally and potentially humanizing able to motivate transformation in the educational practice?. From this problem, the general research objective aimed to understand if a continuing teacher education fulfilled with theoretical and methodological aids based on specificities of the teaching at the Early Childhood Education could offer instrumentation for a pedagogical act more intentionally and potentially humanizing and motivate transformation in the educational practice. The study, developed with the qualitative approach involved bibliographical review in digital sources of information to situate and deepen the understandings on the studied theme. From the systematization of the scientific production considerations we based the data discussion that were produced during the methodological actions developed with the five partner teachers acting in Early Childhood Education classes and other education professionals from the investigated institution. There were half structured interview, observation of educational situations in two phases and a proposal of teacher education meetings elaborated with studies of the Cultural Historical Theory aspects for the Early Childhood Education. The reflection focus was the human education in childhood regarding to learning and the child development and the play value in these processes. Although it was not possible to evidence immediate changings in the educative practice considering the knowledge appropriation process goes through the external and internal activity, not simultaneously, in a general way the investigative results indicates the teacher education process as the propitious mean to create opportunities of organized spaces which can be able to motivate studies, discussions, reflections, appropriations and to review conceptions concerning the child, the teacher´s role, the school and the Early Childhood Education in order to subsidize mediation practices of the human development at the early years of life. These motivations sustain the challenge regarding to the continuing teacher education programs as opportunities to enlarge studies directed to awareness of the children humanizing process since the beginning of life.