Formação continuada em serviço na educação infantil: reflexões a partir da experiência realizada em Cruz Alta - RS

Abstract

This research was developed during the course of Specialization in Teaching in Child Education, offered in 2014/2016, which had the objective of forming, at the level of specialization, teachers, coordinators, day care directors that integrate the children's education teams of the networks Public education, as well as to meet the vocational training demands of early childhood education spelled out in the Articulated Actions Plans (RAPs). The focus of the study was to investigate the conceptions and practices about teaching in Early Childhood Education that support continuing education, in particular, through the listening of teachers and the experiences carried out in the context of a school in the municipality of Cruz Alta - RS. In proposing the analysis, in particular, of the public policies for in-service teacher training in the context of Early Childhood Education, I looked for subsidies in the research conducted by Campos (2009), Kramer (1994, 2003, 2007), Oliveira . Regarding the methodology adopted, it was qualitative, including the participation of seven (07) educators who work in the context researched. At first, the participants were individually interviewed and later joined a focus group, with which five meetings were held one (01) per month from May to August, lasting one (1) hour each. In the course of the meetings, through the listening of the teachers I sought to investigate the conceptions that guide the pedagogical actions, in particular, regarding the spaces of continued formation in service. Based on the articulation of the data produced from the teachers' listening with the studies carried out during the course, I present the reflections made in order to point out subsidies for the improvement / resizing of the continuing education in service in the researched context.