Resumo:
The subject of the research focuses on the Professional Development of Early Childhood Education Teachers based on two dimensions: Continuing Education in Context and Public Policies for the continuing education of early childhood education teachers. The object of the research is the professional development of Early Childhood Education teachers, from its interface with continuing education in context to public policies. The general objective is to understand how the professional development of Early Childhood Education teachers is characterized based on continuing education in context and public policies for the continuing education of these teachers. The research was developed according to the qualitative research approach (Minayo, 2009) and used document analysis, electronic forms and open-ended or unstructured interviews with Early Childhood Education teachers from GRE Itapuã -
Salvador's municipal education network - as procedures for building the empirical corpus. In order to interpret and understand the specific social reality that is the object of the research, we sought the theoretical and methodological framework referenced mainly by Marcelo (2009), Fiorentini and Crecci (2013), Oliveira-Formosinho and Kishimoto (2002) on Continuing Education and Professional Development, Souza (2006), Azevedo (2003, 2004), Mainardes (2006, 2009, 2018) on Public and Educational Policies, Minayo (2009), Gomes (2009) and Lakatos and Marconi (2003) on research methodology. Based on these references and the empirical content analyzed, the results show that the characteristics of the professional development of Early Childhood Education teachers are indirectly implicated by public policies, but are fundamentally constituted by continuing education in context. The text
concludes by proposing two alternatives for expanding municipal public policy for Early Childhood Education in Salvador, namely: creating a specific continuing education program and including a professional trainer. The purpose would be to contribute to ensuring that the professional development of Early Childhood Education teachers is achieved through both ongoing training in context and a municipal public policy.
