Gestão escolar e a formação continuada de professores na educação infantil

Abstract

This study aimed to understand the perceptions of teachers assigned by a school child, the Continuing Education of Teachers. Another objective was to establish a relationship between what teachers believe to be Continuing Education and training process that they experience at school, or the educational process experienced in his professional workspace. Regarding methodology, characterized as a qualitative approach case study, whose data were collected through semi-structured interviews. The paper was made from observation of the school and interviews with the categorization of the collected data trying to find the significance of continuous training of teachers in each of the interviewees. It is noticed that the teachers interviewed attributed to Continued Education a meaning related to the update of the studies conducted after initial training, and note that this study is related to experiential training process in the professional workspace. The investigation demonstrates that the school encourage the reflective process of their teachers, through feedback, signaling possible avenues for seeking answers to the limitsituations experienced in the classroom, the interaction of knowledge between teachers and fellows-reference against the reflection on the pedagogical practice developed, and the calls to the systematization of educational practice developed in view of possible participation in academic events. And through training activities, mobilized by the administration developed within the school, enables professionals working in kindergarten reflection and (re) development is still ongoing and their pedagogical knowledge and educational practices developed with children in the classroom.