A formação continuada de profissionais da Educação Infantil: um estudo sobre as ações formativas na rede municipal de ensino de Goiânia

Abstract

The teacher who is involved in continuing education practices, specifically the Early Childhood Education teacher, has the opportunity to get improvements for relevant teaching and active teaching actions with their students. Continuing teacher education is important for teachers, as it aims to fill possible gaps in their initial education. In this way, the training of Early Childhood Education professionals has its own characteristics that must be analyzed and considered in order to build a quality education that promotes the children integral development. This investigation aims to detect and analyze how the continued teacher education of Early Childhood teachers has been addressed in academic studies and to investigate the perception of Early Childhood Education professionals from the municipal education in Goiânia-GO, regarding continued teacher education. To compose the construction of the research, two investigations were carried out, starting with a Systematic Literature Review (RSL). In the second investigation, an empirical study was carried out with the aim of delving deeper into the concepts and experiences related to the continued teacher education of professionals who work in Early Childhood at RME in Goiânia. Through the results of the RSL, only 11 studies were found that deal with the topic, it was evident that there is a shortage of publications referring to continued teacher education in Early Childhood Education. Teachers’ representations regarding what they expect in terms of professional training are centered on their own needs and conflicts, they aim for training that considers the centrality of the child and their development, that does not subordinate assistants but that treats them with equal importance, they think in a type of training and work that is practical and related to their experiences, such procedures cannot and should not disregard their close, everyday context. It was found that Early Childhood Education professionals recognize the importance of continued training to improve professional practice, but feel undervalued. Given the needs of teachers expressed in their representations, and the scarcity of studies in this area of knowledge, this investigation opens up space for discussion of the topic and allows us to reflect on the contribution that continuing education makes to professionals who work in the first stage of basic education.