A formação continuada das professoras de Educação Infantil do município de Renascença/PR pós BNCC
| Ano de defesa: | 2024 |
|---|---|
| Autor(a) principal: |
Capelin, Silvia Letícia
 |
| Orientador(a): |
Pilonetto, Roseli de Fátima Rech
|
| Banca de defesa: |
Pilonetto, Roseli de Fátima Rech
,
Conceição, Caroline Machado Cortelini
,
Tozetto, Susana Soares
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Ciências Humanas
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | https://tede.unioeste.br/handle/tede/7645 |
Resumo: | This work is linked to the research line “Culture, educational processes and teacher training”, of the Postgraduate Program in Education - Master's degree in Education of the State University of Western Paraná (UNIOESTE), Francisco Beltrão/Paraná campus and aims to understand the proposal for continuing education offered to early childhood education teachers in the municipality of Renascença/PR after BNCC, identifying their conceptions, process of elaboration, planning and execution. In view of this proposal, I aim to understand the concepts of continuing education produced historically from Brazilian legislation and authors in the area, to know the process of elaboration of the continuing education proposal from its managers (SMECE and school coordination), municipal and school legislation, identifying the theoretical and methodological elements of its constitution and to point out the understanding of continuing education of municipal early childhood education teachers, based on its offer by SMECE. To this end, I rely on the bibliography already produced and on authors such as Nóvoa (1999); Pimenta (1992; 2005); Freire (1996); Azevedo (2013); Romanowski (2007; 2010); Imbernón (2010; 2011; 2016) and others. To develop the research, the research methodology used was a bibliographic review of master's dissertations produced between 1996 and 2022 on the theme of “continuing education in early childhood education” on the Digital Library of Theses and Dissertations platform, as well as a documentary analysis aimed at understanding the concepts of continuing education produced historically based on Brazilian legislation and the normative guidelines of the municipality investigated. I also conducted semi-structured interviews with the municipal management team (SMECE and school coordination) to learn about the continuing education offered to early childhood education teachers after the BNCC, identifying the understanding and the process of elaboration of the continuing education proposal from their managers. Finally, the application of a questionnaire to municipal early childhood education teachers aims to identify their understanding of continuing education, based on its offer by SMECE. To produce the data, the two institutions that serve early childhood education children were investigated. The continuing education of Early Childhood Education teachers was described based on laws, guiding documents, questionnaires and interviews, as it emerged, occurred and has been occurring in the historical period investigated. The results indicate that the municipality of Renascença-PR has developed guiding documents for continuing education actions for teachers, such as the Teaching Statute that governs education professionals in the municipality by Law No. 1101, of December 15, 2009 and the Municipal Education Plan - PME, which demonstrated that continuing education for teachers is offered by the Municipal Department of Education, with courses specific to the area of education and many of the topics suggested by the teachers themselves. The municipality investigated has been developing/fulfilling the Continuing Education for Early Childhood Education teachers provided for in Brazilian legislation and in municipal legislation. However, there is no understanding of what ongoing teacher training is, as both managers and teachers understand ongoing training to be the activities at the beginning and middle of the year, in addition to specific dates on the school calendar, besides no specific plan or project for ongoing training for Early Childhood Education teachers. |