Formação continuada na educação infantil: percepções docentes, contribuições para a prática e desafios atuais

Abstract

Early Childhood Education takes place in a dynamic and complex process of constant construction and transformation in all its fields and dimensions and, in this context, there is the continuous training of teachers, which is one of the responsible for contributing to the quality of education. offered to young children. In this sense, this study aimed to understand the contributions, challenges and teaching visions of continuing education in Early Childhood Education - EI. Specifically, we seek to identify the training needs to work in ECE and analyze the contributions and challenges of continuing education for ECE through the narratives of teachers at this stage of education. As a problematizing question we established - what are the contributions and challenges of continuing education in Early Childhood Education? This question guided our search. The methodological option chosen to achieve these purposes was of a qualitative bibliographic character through investigations by Dudar (2017), Damião (2017), Flor (2021), Cordeiro (2018) and Novais (2018). The theoretical framework that supports the research is composed of authors of Early Childhood Education, Childhood Pedagogy and Continuing Teacher Education such as: Friedmann (2020), Ostetto (2008), Barbosa (2008), Oliveira (2013), Paulo Freire (2011), Imbénon (2010), Nóvoa (1992) among other references. The results revealed continuing education in Early Childhood Education as a historical achievement, of great importance for the professional and intellectual improvement of teachers, as well as for pedagogical practices, since this constitutes the real locus for debate, for sharing knowledge. among professionals and for constant critical reflection on educational practice. However, it also revealed the challenges, impasses and setbacks that permeate this stage of education, such as: the disregard of the EI teachers' view regarding the format, themes, needs and conditions of continuing education; omissions regarding working conditions, remuneration and valuation that impact the quality of the educators' work; the difficult and important relationship between theory and practice in guaranteeing training anchored in quality theoretical studies on childhood, scientificity, criticality and, above all, through active listening and the participation of educators.