Formação continuada de coordenadores pedagógicos em prol do direito da criança de participar de práticas leitoras e escritoras na educação infantil

Abstract

This Intervention Project addressed the continued training of pedagogical coordinators in defense of the child's right to participate in reading and writing practices in Early Childhood Education. The main objective is to encourage the redefinition of these coordinators' professional practices in a collaborative and collective context. The research was carried out in public early childhood education schools in the Municipal Network of Seabra-Ba. The research-training approach, adopted in this study, proved to be a fundamental method for redefining the professional practices of pedagogical coordinators. The choice of a qualitative approach enabled the careful production of essential data and information to expand discussions and reflections on children's right to participate in reading and writing practices. The data production procedures were outlined through formative movements, highlighting the advantage of emphasizing the voices and gestures of the participating pedagogical coordinators. This choice allowed them to share more about their own practice, their central role as teacher trainers, as well as their experiences in these different training movements. Speeches, written records, videos, audios and reports resulting from the interview and training movements were fundamental to achieving the objectives of this research, providing a more comprehensive and in-depth understanding of the topic of analysis. Data analysis revealed that coordinators recognize teacher training as their central function in schools. The results indicate a theoretical and practical deepening related to the conception of Literacy in a psychogenetic constructivist perspective, highlighting the continuity of the work of continued education through training movements, with an emphasis on the strategy of thematization of practice. It was evident that continued training, mediated in a reflective and collaborative way, through training movements, can effectively contribute to strengthening reading and writing practices in Early Childhood Education.