Formação continuada de educadores (as) de crianças pequenas: um estudo exploratório nas creches do Proinfância dos municípios de Arari- MA e Lago da Pedra- MA

Abstract

This dissertation addressed the continuing education of the childhood educators in PROINFÂNCIA daycare centers in the maranhenses cities of Arari and Lago da Pedra. In this perspective, we raised the following question: does the continuing education of teachers of Early Childhood Education contribute to the assistance of children from zero to five years and eleven months of age? In order to answer this question, this dissertation had the general objective of analyzing the process of continuing education of Early Childhood Education teachers who work in PROINFÂNCIA daycare centers in the cities of Arari-MA and Lago da Pedra-MA aiming at the elaboration of a Book for Continuing Education. It presents as specific objectives to analyze how continuing education can favor the learning and the integral development of very young and young children, to carry out formative moments with the educators of PROINFÂNCIA daycare centers, prioritizing themes that promote the integral development of children from 0 to 5 years and eleven months of age, and, to build a Book for Continuing Education, in collaboration with the educators who took part in the research. The research had four categories of subjects: four daycare and kindergarten I educators, two Early Childhood Education Coordinators, two pedagogical supervisors and two managers from the two cities. It was a pedagogical intervention research, which included formative meetings based on the suggestions presented by the research subjects. To theoretically support this dissertation, we anchored ourselves in theorists who debate this theme: Corsaro (2011), Kuhlmann Jr and Freitas (2011), Freitas (2016), Ariès (2018), Kuhlmann Jr (2016), Barros (2015); Castanha (2008), Saviane (2009; 2010), Ibernón (2011) Carneiro (2018), Foch (2019), Faria (2003), Melo (2015); and also the legal provisions that support this theme such as: Law of Guidelines and Bases (LDB 9394/96), the National Curricular Reference for Early Childhood Education (RCNEI-1998), National Curriculum Guidelines for Early Childhood Education (2009), National Common Curricular Base (BNCC, 2017) and other legal provisions that support the issue involving children and their rights, especially education in public daycare centers and preschools, which excel spaces that prioritize the integral development of children. The obtained results showed that the research subjects are educators engaged with teaching and are always in a constant search for new knowledge, as they believe that the integral development of very young and young children permeates the search for new theoretical and practical knowledge that reflects in the routine of the daily learning of children since their earliest age.