Contribuições da formação continuada a professores de crianças de zero a três anos

• Ano de defesa: 2018
• Autor(a) principal: Nanaka, Márcia Sayoko
• Orientador(a): André, Marli Eliza Dalmazo Afonso de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Professores de educação infantil - Formação profissional; Educação permanente; Documentação pedagógica
• Palavras-chave em Inglês: Preschool teachers - Occupational training; Continuing education; Pedagogical documentation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/21471

The research had as object the continuing education of the children’s teachers from zero to three years old from a Children Education Centre (CEC) of Curitiba and as aim to identify the continuing education contributions and weak points on the knowledge and the use of the pedagogical documentation. The research problem arose from my professional performance in the Children Education. Yet as a teacher, the doubts, the uncertainties and the perception of the work’s invisibility with babies and toddlers emerged and mobilized me in order to seek study and reference sources. Today, still in the Children Education as a teacher, I continue to have this pedagogical urgency from the beginning of my practice, no longer in response to the families or the pedagogical coordination (PC), but to contribute with the teachers’ formative process. In order to develop this work, it was used a qualitative approach aiming to listen to the subjects about their experiences with the continuing education held in the institution, mainly for the pedagogical documentation usage. The procedures used for the data production were a questionnaire applied to 5 teachers and interviews with two pedagogical coordinators from the CEC. The qualitative approach was based in the studies of Lüdke and André (1986). In order to discuss the continuing education, the research was supported by the theoretical assumptions of Canário (2008); Imbernón (2006 and 2016); Garcia (2010) and André (2007). The data revealed that the continuing education contributed for the child and teacher’s visibility, through the studies and discussions about the pedagogical documentation which enable a change in the teachers’ view, not only about themself, when they assume the authorship of the work and assign sense to the pedagogical doing, but also when they start to conceive the child hastily. The pedagogical coordinators brought various evidence of changes resulting from the continuing education focused in the pedagogical documentation, ponting not only the improvement of the quality of the records but also in the teachers’ view, a view which treasures the experiences and the learning process of babies and children