A formação continuada de professores/as da educação infantil e o processo de construção do referencial curricular da Rede Municipal de Ensino de Itumbiara-GO (2015-2022) - utopia e distopias

Abstract

This research is the result of a Master's level investigation, inserted in the State, Policies and Management of Education research line, of the Postgraduate Program in Education, at the Federal University of Uberlândia (FUU). The research problematizes: How did the continued training of Early Childhood Education (CE) teachers occur throughout the construction of the Curricular Reference by the Municipal Education Network in Itumbiara-GO, in the period 2017-2019? The general objective was to analyze how it occurred and which principles guided the process of constructing the Curricular Reference of the Municipal Education Network of Itumbiara-GO (2017-2019) to evaluate the impact of this process on the continued training of the participating teachers. And, the specific objectives were: to discuss the foundations of Early Childhood Education, about the curricular references, as well as the continued training of Early Childhood Education teachers; debate the policies and guidelines of the Ministry of Education (ME) on educational policies for continuing education at national and municipal level, as well as policies related to Early Childhood Education references; present the process, structure and dynamics of the continued training offered in the Early Childhood Education GTs, during the construction of the Curricular Reference at the Municipal Department of Education (MDE), in Itumbiara-GO; understand the vision of CE teachers on the Curricular Reference and the continued training of GTs, at the SME in Itumbiara-GO and bring the contributions, limits and possibilities that are established during the continued training in the GTs in the construction of the Curricular Reference of the MDE of Itumbiara -GO. Bibliographical research, documentary analysis of national and municipal laws, and application of questionnaires and interviews with coordinators and teachers of the SME in Itumbiara-GO were carried out. Some authors who supported the research were: Dourado (2015), Kramer (1994; 2005; 2006), Magalhães (2019), Morais (2018), Nogueira and Borges (2023), Nóvoa (1997, 2017, 2019, 2022), Rodrigues, Pereira and Mohr (2021), Pinheiro (2023) and Zanella (2022), among others. The main results highlighted the participation of teachers in the construction of the Curricular Reference at the MDE in Itumbiara-GO, considered an advance for Early Childhood Education, however this construction is based on an uncritical view of the current curricular and continuing education policies in Brazil, which we infer are associated with the lack of a solid theoretical discussion in the training offered. Although continuing training policies have been established both in speeches and in legislation, their practical implementation has been limited to a small number of CE teachers, resulting in superficial and light training. Despite this, the teachers participating in the EI working groups (GTs) observe improvements in the dynamics of their classes and their teaching plans, in addition to reflecting on their pedagogical practices. From these aspects, we highlight the urgency of reformulating local continuing education policies, aiming at more significant and impactful professional development for higher quality pedagogical practice, in addition to expanding the democratic process, ensuring that continuing education covers all teachers in the network. municipal without limitation, thus promoting a collaborative, comprehensive and shared learning culture.