Estratégias formativas para professoras da educação infantil a partir de um documento orientador curricular de Erechim-RS

Abstract

The present research aimed to develop possible strategies for in-context training for teachers from the municipal territory of Erechim-RS, based on the assumptions of the Documento Orientador do Território Municipal de Erechim-RS (DOTME) para a Educação Infantil | Versão 2021 and Participatory Pedagogy. From this, strategies were developed for continuous training that makes sense within the context of these institutions. The methodology used for the development of this work was bibliographic research and documentary analysis. The main authors that supported the study were Garcia (1999), Nóvoa (2019), Formosinho, and OliveiraFormosinho (2019), Francischini and Silva (2011). The research result consists of the elaboration of formative strategies for teachers from the municipal territory of Erechim-RS, organized into three categories: debate groups, teachers' narratives, and evaluation within the school context. Through the completion of this work, it was noted the need to expand access to and reading of the curriculum document in all Early Childhood Education schools of the municipal territory, in order to better understand its assumptions and promote continuous training focused on a more committed and meaningful teaching performance.