Formação continuada de professores e suas implicações na prática docente de educação infantil

Abstract

The present research carried out a study on methodological innovations for the continuous training of teachers, having as field of investigation the Specialization Course in Early Childhood Education, in the distance modality, developed in the Center of Training, Development of Technologies and Provision of Services for Public Networks Of Education / CEFORT. We sought to investigate the sequence methodology used in the course relating the analysis to the concepts of Julia Oliveira-Formosinho, Carmem Barbosa, Fernando Becker and Pierre Levy. He investigated the relationship theory and practice developed in the course and the construction of knowledge, as well as his contributions to continuing education. He discussed the main curricular and methodological foundations developed in the course, explaining the technological mediation and the tools used in the virtual learning environment, which favored the action, interaction, communication, reflection and learning of the cursista teachers. The training of teachers in the investigated context involved planning, elaboration and development of learning projects in the linked schools, allowing the relationship between theory and practice. The subjects of the research were 20 professors from the public schools of Manaus, who worked in the Municipal Centers of Early Childhood Education / CMEI's. In this way, he used the descriptive qualitative research methodology with documental basis, whose documents and records were selected through the Virtual Learning Environment of the Course, including the testimonies of participating cursist teachers, gathered in the closing forum of the discipline "Pedagogical Work Organization As well as the records of the exchanges of experiences that took place in the virtual environment, which prioritized the active participation of the cursista teachers in overcoming challenges, valuing their actions, evaluating, analyzing the training course, enriching and favoring their practices. classroom. The research evidenced the communication tools, highlighting the AVA discussion forum in which it potentiated participation, promoted cognitive exchanges and constituted groups. The teaching interaction constituted in the course favored the learning process, in which it prioritized the reflection on the practice, valorization of the groups and formative experiences, promoting the continuous formation.