Formação didática de professoras da educação infantil com foco no desenvolvimento da personalidade desde a infância

Abstract

This work is linked to the Knowledges and Educational Practices Research Line of the Postgraduate Program in Education of the Federal University of Uberlândia (PPGED/FACED/UFU) and the Group of Studies and Research in Developmental Didactics and Teacher Professionalization (GEPEDI). It is also linked to two research projects funded by the Fundação de Amparo à Pesquisa do Estado de Minas Gerais (FAPEMIG), Formação de professores e didática desenvolvimental na Educação Básica e Superior: uma intervenção em escolas públicas mineiras and Ensino Desenvolvimental e pesquisas de intervenção didático-formativas: a unidade pesquisa-traformation, both coordinated by Prof. Andréa Maturano Longarezi. The research is guided philosophically and epistemologically by the Historical- Dialectical Materialism (MHD), the Cultural-Historical Theory (THC), the Developmental Theory (TD), and the Cultural-Historical Theory of Personality (THCP). From the methodological point of view, the research was developed from a Didactic-Training Intervention (IDF), which is an investigative-training action, from which an intervention is intentionally made in the educational context through the didactic training of the teacher. Two Kindergarten teachers from the Municipal Education Network of the city of Goiânia/GO participated in the field phase of this research, which lasted two school semesters (second semester of 2018 and first semester of 2019). The object of study of this research is the relationship between didactic training of teachers and the development of children's personality in Early Childhood Education. Our research problem is circumscribed in knowing what and how the formative process of the teachers participating in the research moves towards the constitution of a personality-developing obutchénie of children in Early Childhood Education. The main objective of this work was to understand and analyze the formative movement undertaken by the teachers who participated in this research for the organization of a personality-developing obutchénie in Early Childhood Education. We assume as specific objectives: 1. to propose a process of IDF with focus on the theoretical-methodological instrumentalization in the perspective of THC and DT; and 2. to apprehend the dialectic units content-form, imitation-creation and rupture-development that triggered the teachers' formation for the constitution of a personality-developing obutchénie. The method of exposition of this work was guided by means of isolates, episodes, and scenes in which it was possible to identify, on the part of the teachers participating in this research, the experience of these dialectical units that, in our understanding, corroborate a didactic formation of dialectical orientation and potentially developing the personality of children since Kindergarten. Our analyses confirmed the thesis that the training of Kindergarten teachers from a developmental perspective, which is given by the experience of the dialectical units content-form, imitation-creation, and rupturedevelopment generates the possibility of a didactic-pedagogical work that develops the personality of the children of this educational stage and of their teachers. We conclude that the teaching and didactic developmental training of teachers need to be articulated if we really want the full development of the personality of all subjects, children and teachers of Early Childhood Education.