A construção da prática pedagógica das professoras na educação infantil

Abstract

This study is inserted in the field of teacher training, in the line of research: Educational Practices, Teacher Training and Inclusion, of the Postgraduate Program in Education at the Federal University of Catalão/UFCAT. The construction of the pedagogical practice of the early childhood education teacher develops collectively, in training spaces, and in the private action of each one. And, at the same time, it is linked to practices designed from a (re)construction perspective, in which moments of (re)elaboration and reflections on the challenges and achievements we face in our daily teaching work are shared. Based on this context, this study presents the following research problem: Early childhood education teachers, participants in a continuing education project, were able, through their training needs, to reconstruct the training processes collectively, and transform their pedagogical practices? The research had the general objective of investigating the training needs of early childhood education teachers in the municipal network of Catalão-GO, participants in the Continuing Training Project, identifying the transformations that occurred in their pedagogical practices. The specific objectives were: a - to analyze the construction of the identity of these teachers, taking into account their pedagogical practices, and b - to deepen the understanding of these practices, through the epistemological basis of Historical-Dialectical Materialism - MHT and Historical-Critical Pedagogy - PHC. The research was developed in a training space, a research and extension project carried out at the Federal University of Catalão – UFCAT, offered by research professors from the Childhood and Education Studies and Research Center – NEPIE, who conceived the research project entitled “Professional Development of Early Childhood Education Teachers based on a collaborative experience”. Based on this principle, the extension project was created: Collaborative group of Early Childhood Education teachers from the municipal network of Catalão – GO, with the proposition of thinking about teacher training and professional development, from a critical-collaborative perspective. We consider that the training process developed in the collective, by positioning teachers as subject-authors of their own training process, contributed greatly to the reflection of their teaching practice. Research carried out based on the epistemological basis of Historical-dialectic Materialism, endorsed by Critical Historical Pedagogy. For the methodological construction, the instruments we chose were: questionnaires, participant observation, notes in the field diary, interviews with a group of teachers, in addition to consulting a secondary database, developed by scientific initiation students and research teachers. The identification of teachers' training needs was one of the data built in the development of the Training Project, which contributed to the construction of knowledge collectively, and as a way of transforming the pedagogical practices of teachers participating in the training project.