Formação continuada e a prática docente na educação infantil

Abstract

This study has as theme the consyant formation and the practice of teaching on Infantile Education. The importance of this thematic ts associate in the need of think the teaching that must be professionally qualified to develop the children education. The Infantile Education is an important initial phase of school life for this reason defend the pertinent investigation of problematic about the constant formation proposed on EMEIs and what measure them qualify the practice of teaching. Contrary of what we notice on proposal of constant formation in Faxinal do Soturno/RS is that the formations are strictly theoric with no ties with the dimention theoric- practice. In this sense, we deline ate specific objectives that can indicate cives to investigate which the principle educational that guide the proposal of constant education on EMEI; analyze the existing relations between the initial formation and constant of teachers with the use of teaching on Infantile Education and on EMEI; Identify the fragilety and potential of constant formation by EMEI. With base on methodology and quality of addressing, basing on priciples of action-research and making use of technique of collect and prodution of data of observation, elaboration and realization of questionnaires at the teaching of EMEI, proposal of formation workshops. The leading of investigation of research conduct us to undersyand that the constant formationsuggested by EMEI need to be repassed together with the teachers, because the same point in their narratives that thereare mistaken conceptions about the theoric- practice dimension, that become difficult the improvement of teaching practice join the children from constant formation achieved by the school.