A FORMAÇÃO CONTINUADA DO(A) PROFESSOR(A) DA EDUCAÇÃO INFANTIL NAS TESES E DISSERTAÇÕES DO PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO DA UNIVERSIDADE FEDERAL DO ESPÍRITO SANTO

• Ano de defesa: 2021
• Autor(a) principal: Silva, Giovana Barbosa da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Educação infantil; formação docente; práxis; pesquisa acadêmico-científica; professor intelectual; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15878

This research was developed through a survey of nine academic productions carried out within the scope of the Stricto Sensu Post-Graduation: theses and dissertations, defended in the Post-Graduate Program in Education of the Federal University of Espírito Santo (PPGE/Ufes), between the years from 2006 to 2017 and which thematized the Continuing Education of Early Childhood Teachers; aims to investigate how training movements, elaborated through the interaction between the object of such research and praxis (FREIRE, 2017) of Early Childhood Education teachers. In addition, it relies on the critical theory approach on the researcher/reflective teacher (STENHOUSE, 1975; SHÖN, 2000; PIMENTA and GHEDIN, 2002) in order to elucidate this doctoral dissertation on the question: which academic-scientific research contributions make possible the praxis of teachers which corroborate the affirmation of the intellectual teacher (GRAMSCI, 1989; GIROUX 1997) of Early Childhood Education? Thus, we projected the composition of this work as a qualitative approach at an exploratory bibliographic level in the collection of data (analytical corpus) that are interpreted through hermeneutics (GADAMER, 1997; GHEDIN, 2008) and also through the use of research of the research to support the construction of a paradigmatic scheme (GAMBOA; 2007,2013) as a methodological and analytical tool. Drawing on these assumptions, we list analytical categories I (The history of training movements) and II (A paradigmatic scheme for each research of the analytical corpus/PPGE-Ufes) order to make visible the constitutive aspects of educational research, as well as the means by which the interactions between the praxis of teachers and scientific productions can persist when given by " finalized”. The overall conclusion is that stricto sensu research in the Continuing Education of Early Childhood Education teachers is extremely relevant.