Narrativas do cotidiano: as mini-histórias no processo de reflexão sobre a formação continuada dos professores da educação infantil

Abstract

This research was dedicated to reflecting on the continued training of Early Childhood Education teachers using the production of mini-stories as a strategy. Mini-stories, situated as an integral part of the pedagogical documentation process, are a way of communicating the daily life of Early Childhood Education, as well as seeking to give visibility to the significant moments experienced by children. With this in mind, the objective was to understand how mini-stories can contribute to the continued training of Early Childhood Education teachers. Continuing training often occurs in a way that is decontextualized from teachers' day-to-day practice, with some models favoring theory without any relation to practice, and others, teaching methodologies without the foundations and concepts related to this practice. In this sense, the research was based on action research, in which the proposition was continued training that considered the experience and daily practice of teachers at school and the process of reflection on teaching with children. The target audience were teachers from a private, non-profit Early Childhood Education institution in the municipality of Erechim, who were provoked to produce and reflect on their daily pedagogical practice through mini-stories. The data collection instruments consisted of questionnaires and a field diary. The main theorists of research on continuing teacher training are António Nòvoa (1997, 2002, 2009, 2019), Carlos Marcelo Garcia (1999, 2009), Altair Fávero (2010, 2013, 2018, 2019, 2020). Regarding pedagogical documentation and mini-stories, Júlia Oliveira-Formosinho (2019); Cristine Pascal (2019), Carla Rinaldi (2012) and Paulo Fochi (2015, 2019, 2019a). In the process of analyzing the data collected during the research, Bardin's content analysis (2016) was used, characterized by pre-analysis, coding, categorization and inference. In summary, it can be concluded that the continuing education process experienced in this research, which was triggered by the production of mini-stories, enabled the participating teachers to observe daily life, record experiences, reflect on practice, document and continue with the proposals.