Curso "Hora atividade em ação : teoria e prática pedagógica - formação continuada de professoras da Educação Infantil no CEFOPE de Anápolis-GO

Abstract

This research, entitled “Course Hour activity in action: theory and pedagogical practice” - Continuing education of Early Childhood Education teachers at CEFOPE in Anápolis-GO, inserted in the line of research Education, School and Technologies, addresses continuing education as an emerging and inherent need for teacher practice. It is assumed that the teachers of Early Childhood Education in the city of Anápolis may lack solid training so that they can develop their pedagogical proposals. Starting from this possibility and in order to problematize the object of study, which is the continuing education of teachers of Early Childhood Education with a focus on a specific course, the following question was established as a problem: To what extent the course “Time activity in action: pedagogical theory and practice ”reverberates in the pedagogical practice of early childhood teachers? This course takes place every three weeks at CEFOPE and is mandatory for all effective teachers in the municipality who work in the first stage of Basic Education and who work on a 40-hour weekly basis. This is a qualitative case study whose general objective was to understand the continuing education of Early Childhood Education teachers at the municipal level, through the course “Hour of activity in action: theory and pedagogical practice”, based on the legal documents that guide the formation of teachers in the country and based on the perception of teachers of Early Childhood Education in the municipal education network. In addition, we sought to: understand the social function of the school and how it can contribute or not to an emancipatory formation of different human groups; discuss Early Childhood Education as a field of struggles and rights guaranteed by historically constructed and modified legislation; understand the perception of the teachers participating in the research on Early Childhood Education, curriculum and the place they occupy in society and, finally, understand the constitution of the course “Hour activity in action: theory and pedagogical practice”, characterizing how it has been developed , its format, proposal and what the participants' view of it is. The survey and construction of data took place by means of documentary research and by the instruments - questionnaire proposal to 53 female teachers of the Hora Activity course, 10 of which also answered an interview via whatsapp; questionnaire sent via e-mail proposed to 4 teacher teachers and, lastly, interview done on the spot with the CEFOPE manager. The results obtained based on empirical research point to a lack of meaning attributed to this specific course, of which the course teachers complain that it could help them more in their teaching experiences. Thus, it can be said that the course, to a certain extent, has awakened teachers to important questions about Early Childhood Education, pedagogical practice with children and the relevance of continuing education, but it can still achieve better results, since most of the course teachers signaled the need to have clarified and defined the fundamentals of this course, such as the conceptions of children, practices, early childhood education and being a teacher, for example, aligned with a clear pedagogical proposal that should come from SEMED.