Formação continuada de professoras em um Centro Municipal de Educação Infantil em Manaus: produção de sentidos para a literatura infantil

Abstract

Continuous training for teachers of Early Childhood Education implies, not only contents related to teaching and its specificities, but also the expansion of these professionals’ cultural repertoire, and this includes their access to literature. Teachers’ personal encounters with children's literature, its contents and forms, may result in the enrichment of children's experiences regarding this form of cultural manifestation. Based on this assumption, this thesis, part of the Line of Training and Praxis of Educators Facing Amazonian Challenges of the Graduate Program in Education, PPGE/UFAM, has as the main objective to learn, from the subjects statements, the meanings attributed to literature and the practices of literary reading by the teachers of a Municipal Center for Childrens Education in Manaus, during a continuous learning process to understand the relations between this process and the need for literacy reading by teachers and to identify, in the teachers' words, reflection signs about their practice

with literacy reading in preschool, we carried out a learning research based on Historical- Dialectical Materialism, Cultural-Historical Theory, and Philosophy of Language, as well as on

specific studies about children's literature in the context of Children's Education. The research included ten teacher-subjects. The methodological procedures were as follows: the teacher observations in reading and storytelling moments, the questionnaire, the discussion about the training needs of the teachers, and the Training Meetings, divided into themes and held weekly between August and December 2020 and remotely, due to the COVID-19 pandemic. The results show that literacy training for teachers is essential to the purposeful use of the resources present in the school. Continuing education is a favorable time-space for teachers to engage with literature even in adulthood, which constitutes their right and knowing the particularities of children's literature is essential for literacy with children. Meanings are dynamic and their transformation affects a change in statements and, potentially, a change in practices.