Desafios e possibilidades de uma escola de educação infantil na construção de um programa de desenvolvimento profissional

• Main Author: Braga Netto, Daiane
• Publication Date: 2023
• Format: Master thesis
• Language: por
• Source: Repositório Institucional da UNIPAMPA
• Download full: https://repositorio.unipampa.edu.br/jspui/handle/riu/8680
• topic: Desenvolvimento profissional; Escola; Professor; Professional development; School; Teacher; CNPQ::CIENCIAS HUMANAS

From the relevance and need to punctualize the professional development of teachers within the working day, this master's research was born, which aims to analyze the challenges and possibilities of an Early Childhood Education school, in the municipality of Alegrete, in the construction of a process of professional development. program. Having the school as a context and the teacher as the protagonist of his training. This research had the participation of seven teachers and two members of the management team of the Municipal School of Early Childhood Education (EMEI) Tenente Salustiano Prates. The theoretical framework used presents the perspective of (MARCELO GARCÍA, 2009) on Teacher Professional Development, as we understand it as a continuous process, which allows the steps to articulate with each other, the nine principles of an effective Teacher Professional Development Program by Marcelo and Vaillant (2009), as well as public policies and the trajectory of social movements that, today, allow discussing possibilities for their implementation within the working day. Methodologically, this action research (THIOLLENT, 2017) consisted of two phases: a) exploratory phase; and b) development phase. Data from the exploratory phase were obtained through the analysis of some EMEI documents, laws of the municipality of Alegrete and a semi structured interview. In the development phase, five reflective meetings were held, which were recorded, transcribed and analyzed. Data processing was performed based on content analysis (MORAES, 2011). As a result, after descriptive and categorical analysis, the research highlights the following challenges: the lack of specific time for training within the working day, the dissatisfaction of families and the lack of care for the children. Such elements reinforce that the construction of a development program must consider the specificities of the context, themes and challenges. In addition to the identified challenges, the study strengthens the school as a place of training and experience as a fertile field for professional development, based on reflection on action.