Aprendizagem docente na educação infantil: ensinar e aprender em turmas multi-idades

Abstract

This research is inserted in the research line Training, Knowledge and Professional Development of the Post-graduation program Master’s degree in Education from Federal University of Santa Maria (UFSM). The general objective is to comprehend how the performance in multi-age classes rebounds in the learning process of early childhood education teachers and, as specific objectives, to identify the personal and professional paths of those teachers; to recognize the existing relationships between the teaching and learning processes in the context of multi-age classes, also to identify the formative processes which permeate the learning of those teachers. From the theoretical assumptions of Bolzan (2002, 2016), DCNEI (2009), Edwards (2016), Fortunati (2016a, 2016b), Malaguzzi (2016), Prado (2012; 2015), Rinaldi (2014), Vaillant e Marcelo (2012), Vygotski (2007) among others, problematizing the construction of teaching in the context of performing in multi-age classes has been searched. The study is characterized by a qualitative sociocultural study in a narrative way and based on André (1995), Bolzan (2006), Denzin; Lincoln et al. (2006), Freitas (2002), Gil (1994), Ludke; André (2012), Vygotski (1991) among others. For the data collection, semi-structured interviews have been used, with topics that guide to teaching in the multi-age context. The process of categorization of this study is constituted by two categories: formative processes and the organization of the pedagogical work in multi-age classes, which are permeated by a net of relations, resulting in the learning process of how to be a teacher in a multi-age class. These analysis’ elements represent an interpretation of the findings from the teachers’ narratives. The research conducted allows problematizing the proposal of organization of multi-age classes and teachers state that it is valid, however, it is challenging because it requires that the teachers must be attentive to the specificities of the children and that mobilizes the exercise of other way of teaching. They also highlight that the school environment where they teach characterizes by a differential concerning the child as the center of the teaching and learning process, respecting the singularities and characteristics of each group. Finally, it is highlighted that the research opens a range of possibilities to reflect on teaching and the formative processes in emerging contexts. In this sense, the context of this study characterizes a special spectrum inside the university demanding from us an attentive look and a sensitive hearing about the work with the childhood and the training of teachers.