Parâmetros para a qualificação da formação permanente de professores que atuam na educação infantil

Abstract

This dissertation is part of the scope of productions resulting from the Professional Master's Course in Public Policies and Educational Management, from the Graduate Program in Public Policies and Educational Management (PPPG), at the Federal University of Santa Maria (UFSM), along with the Linha de Research Policies and Management of Basic and Higher Education (LP/1), also from the Study and Research Group on Educational Policies and Management (GESTAR/CNPq). Specifically, it refers to public policies for the permanent training of early childhood education teachers, with an emphasis on the qualification of these professionals who work in public institutions designed and built for early childhood education. Its general objective is to understand which parameters can contribute to the qualification of the permanent training processes of teachers who work in EMEIs of the Municipal Teaching Network of Júlio de Castilhos/RS. And for specific objectives it prioritizes: i) revisiting public policies for the training of early childhood education teachers in Brazil; ii) identify, in the perception of professionals who work in the EMEIs of the Municipal Education Network of Júlio de Castilhos, how the Permanent Teacher Training Program is organized and its contributions; iii) analyze narratives of teachers who work in EMEIs of the Municipal Teaching Network of Júlio de Castilhos about their permanent formation; and iv) to elaborate parameters for the qualification of the processes of permanent formation of professors that work in EMEIs of the Municipal Teaching Network of Júlio de Castilhos/RS. This is a qualitative research, based on the hermeneutic methodology, of the collaborative type and involved with teachers who work in Early Childhood Education at EMEIs of the Municipal Education Network of Júlio de Castilhos/RS. The research techniques used for data construction were documents, questionnaires and written narratives. As a method of data analysis, the theory of interpretation is considered, through hermeneutic understanding and from the meanings of Orlandi (2013). The theoretical framework is organized based on educational legislation and on authors such as Nóvoa (1991, 2009), Imbernón (2006, 2010), Freire (1996, 2000), Secchi (2013), Freitas (2021), Kramer (2006), Ghedin (2004), Gadamer (1983), among others. The materialized technical/educational product refers to parameters for the qualification of the permanent formation processes of teachers who work in EMEIs of the Municipal Education Network of Júlio de Castilhos/RS, consisting of the presentation of detailed suggestions and committed to a permanent formation involved to the training demands and professional performance of these research collaborators. As main results, it was understood that it is not enough to have laws that regulate the permanent training of teachers; it is necessary that they become protagonists in the process of planning and achieving their training, in the sense of thinking about the demands, articulating and materializing the foreseen actions, as well as qualifying them in the daily work of the professional. Therefore, it is expected that with the development, results and products resulting from this research, a network of resignifications and [re]articulations has been constituted in defense and qualification of the processes of permanent formation of teachers working in the EMEIs of the Municipal Teaching Network of Júlio de Castilhos/RS.