Educação infantil e formação continuada: o caso das escolas comunitárias de São Luís-MA

• Ano de defesa: 2023
• Autor(a) principal: Santos, Heloisa Cardoso Varão
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação infantil - Formação continuada; Escolas comunitárias; Pedagogia histórico-crítica; Community schools; Role of the state; Early childhood education; Historical-critical pedagogy; Continuing education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31847

The present study aims to analyze the limits and training possibilities of teachers who work in Early Childhood Education in Community Schools in São Luís-MA and are excluded from continuing education programs developed by the responsible body, participatory investigation was carried the refore, a out, based on the principles theoretical and methodological aspects of Historical and Dialectical Materialism, whose characteristicis the search for anexplanation of the phenomena of reality from concrete conditions, from which the sources that generate them can be rationally understood. psychological and epistemological dynamics to detect contradictions and seek alternatives to over come them. The research adopts as an epistemological assumption the historical-critical theory outlined by Demerval Saviani (1983, 1997, 2003, 2007, 2011a, 2011b). and Freire's Pedagogia Libertadora (1978,1982, 2011, ) which structure the thesis of a critical and emancipatory proposal for teacher education in a proactive, perspective, and contribute to the critical educational process by considering the singularities of children from them arginalized classes of society. limitations and determinants imposed by the dominant model. The theoretical and methodological references that support the discussion about the objectof study are supported by authors such as: Saviani (2008; 2011; 2012; 2018), Hermida (2020), Duarte (2012), Lombardi (2011), Melo (2000) , Imbernóm (2004), Nóvoa (2019), Cury (2000), Neto (2011). Gatti (2005); Tardiff (2002); Lebanon (2009); Gamboa (2012), among others. Field research was carried out in ten community schools, involving thirty teachers, and the results were interpreted based on discourse analysis (Orlandi (2012) focused on the broad and general use of language within and among specific groups of people, hence the indication of a lato sensu continuing education considering the daily life of the classroom and having the teacher as author and researcher with a political, ethical commitment as a promising path for the professional development of teachers and the transformation of society.