Formação continuada de professoras e auxiliares da educação infantil no município de Salvador: saberes, experiências e trocas no contexto escolar

Abstract

The theoretical perspective of this research recognizes continuing education as that capable of enabling dialogue between teachers and their know-how built in relation to the school, the school community and their pedagogical practices. Thus, the main objective of this work was to understand to what extent the continuing education actions for Early Childhood Education teachers in the education system of the Municipality of Salvador met the budgets for training that consider the knowledge and experience of professionals and that are developed at school. In methodological terms, this dissertation has a qualitative approach, and as an instrument for collecting and analyzing information, a bibliographical research was carried out, in addition to the application of a testimony and semi-structured interview with four teachers and two Child Development Assistants (ADI) who work at the Municipal Center for Early Childhood Education (CMEI) Sister Sheila. For a bibliographic review we used theorists reached on continuing education, such as: Candau (1995), Oliveira-Formosinho and Kishimoto (2002), Nóvoa (1992), Oliveira (2013), Alvarado-Prada, et. al. (2010) and in legal documents dealing with teacher training for Basic Education. The interviews were organized according to four analytical categories: Understanding the importance of Continuing Education; Professional experiences and knowledge acquired beyond training; Continuing education based on the daily life of the school; Planning of pedagogical practices and interaction with their peers, with the aim of listening to teachers and kindergarten assistants to investigate whether their conceptions and expectations about continuing education dialogued with the discussion of the authors referenced here. The Municipality's official documents on the subject were also consulted to find out how early childhood education was organized in Salvador's education network and how the Municipal Department of Education had programmed the training of teachers, verifying whether they were open to training within the school. The information collected suggests that the education system in this municipality needs to rethink the management of training actions for early childhood education professionals, and in this sense, strategies must be proposed that use the potential of exchanging experiences in the context of the school as an aspect of its planning.