A formação continuada na educação infantil da rede pública municipal de Foz do Iguaçu: uma análise histórico-crítica

• Ano de defesa: 2024
• Autor(a) principal: Lippert, Vanilda Silva
• Orientador(a): Sousa, Joceli de Fátima Arruda
• Banca de defesa: Malanchen, Julia , Lunardelli, Mariangela Garcia , Pasini, Juliana Fátima Serraglio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Pedagogia Histórico-Crítica; Formação de professores; Educação infantil; Foz do Iguaçu
• Palavras-chave em Inglês: Historical-Critical Pedagogy; Teacher training; Early childhood education; Foz do Iguaçu
• Palavras-chave em Espanhol: Pedagogía Histórico-Crítica; Formación de profesores; Educación infantil; Foz do Iguaçu
• Área do conhecimento CNPq: CURRICULO::CURRICULOS ESPECIFICOS PARA NIVEIS E TIPOS DE EDUCACAO
• Link de acesso: https://tede.unioeste.br/handle/tede/7261

Public education in Brazil has been facing, for some decades, a vast process of dismantling in consequence of the neoliberal policies introduced in the country since 1990. Given the current context and considering the pedagogical proposal of Early Childhood Education in the municipality of Foz do Iguaçu, Paraná, based on HistoricalCritical Pedagogy and Historical-Cultural Theory, this research aims to analyze the extent to which Historical-Critical Pedagogy has been studied, discussed, reflected upon, and put into practice in the continuing education of Early Childhood Education teachers. To initiate the study, the proposal included investigating how neoliberal educational policies related to the continuing education of teachers have manifested since the 1990s through a bibliographical review; illustrating the theoretical framework and pedagogical theory that guides the curriculum of the Association of Municipalities of Western Paraná and its changes caused by current official documents, discussing the importance of working with a curriculum based on Historical-Critical Pedagogy; and, unveiling, with field research amid teachers, coordinators and representatives of the Municipal Department of Education and the Union of Teachers and Education Professionals, how the continued training of Early Childhood Education teachers in the public network of Foz do Iguaçu takes place. The choice of Historical-Critical Pedagogy, framed within the counter-hegemonic field, is justified by its foundation in Historical-Dialectic Materialism. The study was carried out with bibliographic research, document analysis and semi-structured interviews with teachers, pedagogical coordinators, the SMED and SINPREFI team. The results obtained show that neoliberal policies influence the continued training of teachers, interfering with the educational documents in force at the federal, state, and municipal levels, with proposals aligned with the logic of capital. Data analysis reveals contradictions in the Curricular Pedagogical Proposal of Foz do Iguaçu, raising questions about the presence of Historical-Critical Pedagogy in the curriculum and in the continued training of teachers in the municipal public network. Given this scenario, this research sought to deepen and analyze this relevant topic, highlighting the importance of solid training for Early Childhood Education teachers, aligned with the theoretical framework of a pedagogical proposal that is transformative. Thus, we commit to the ethical-political bias of occupying this space of human formation and emancipation.