Diretrizes curriculares municipais e a formação continuada para docentes da educação infantil no município de Uberlândia

Abstract

This research on continuing education for early childhood educators under the administration of the Uberlândia Municipal Department of Education (SME) aims to analyze the continuing education projects offered by the SME between 2020 and 2024 regarding Uberlândia’s Municipal Curricular Guidelines (DCMs). The theoretical framework regarding continuing education draws on the work of authors such as Tardif, Imbernón, and Gomes, among others, to foster reflection on the historical trajectory of continuing education in Brazil, as well as on teacher identities, contributions, and practices within the municipality. Uberlândia developed and officially adopted the Municipal Curricular Guidelines a document designed to provide theoretical and methodological guidance to teachers and other school professionals based on the historical-cultural perspective of human development. Furthermore, the guidelines aim to present a conception of the child, childhood, and early childhood education that aligns with the National Common Curricular Base (BNCC) and the Reference Curriculum of Minas Gerais normative documents with which the municipality is aligned. Accordingly, this study adopted a qualitative approach utilizing document and literature analysis to determine how the continuing education projects for early childhood educators offered by the Uberlândia Municipal Department of Education between 2020 and 2024 align with the Municipal Curriculum Guidelines (DCMs). The analysis was structured around research themes aimed at understanding the conception of the child embedded in these training proposals, as well as their didactic-pedagogical organization and their alignment with the DCMs. The research findings led to the creation of an Educational Product classified as a Technical-Technological Product specifically, an instructional workbook in accordance with the standards of the Coordination for the Improvement of Higher Education Personnel (CAPES). The product’s objective was to foster the professional development of school principals, trainers, analysts, and pedagogical coordinators, enabling them to design intentional projects aligned with pedagogical practice. These projects were grounded in the DCMs and in concepts derived from Historical-Cultural Theory, teacher education principles, and the curriculum framework for early childhood education. Validation of the product confirmed its suitability and relevance within the professional development context. The study concludes that, while a promising alignment between the continuing education projects and the DCMs is evident, there is an opportunity to diversify topics related to childhood such as play, social interactions, and child agency by integrating them with practical-reflective methodologies.