Formação continuada de professores da educação infantil na atualidade: uma ação fundamental para o profissionalismo docente

Abstract

The present work has as theme the continuing education of teachers, and has as general objective to know and analyze how continuing education for Early Childhood Education teachers is being offered in this current pandemic context and in what way this training process is taking effect in pedagogical practice based on the speeches made. This scientific work had as methodology a qualitative approach, linked to bibliographic research, exploratory, and also submitted to a content analysis through the method of Bardin (2010), supported by a field research, involving questionnaires with nine professors belonging to the area of Early Childhood Education in a county in Alto Uruguai Gaúcho. In the bibliographic studies carried out, the continuing education of teachers in Early Childhood Education is shown as something necessary for the effectiveness and continuity of the teaching practice within the school spaces. Therefore, for the presentation of concepts about continuing education this research used the concepts of the authors, Nóvoa (1992); Libaneo (1998); Candau (1999); Marin (2000); Ferreira (2003). Finally in view of the questionnaires answered and the theories presented throughout the research it was noticed the importance of continuing education of professors for rethinking teaching, as well as the improvement of new knowledge that comes from the reality of educational contexts.