Formação continuada de professoras: a relação teoria e prática nos processos de ensino na educação infantil

Abstract

This undergraduate conclusion paper aimed at understanding how the continuing education of Early Childhood teachers takes place, considering the educational demands and the current public teachers training policies. It was an exploratory research, with a qualitative approach, in which the historical processes of the initial and continuing education of teachers in Brazil, as well as young children in Early Childhood Education, were analyzed. To this end, bibliographic research and semi-structured interviews were carried out with 3 teachers from different public institutions in the Municipality of Amargosa, Bahia State. The results showed that initial training alone does not account for the realities found in Early Childhood Education schools, and with that, lifelong teachers’ education becomes essential to meet these emerging classrooms demands. The dialogue with the teachers was essential to understand that continuing education is very important for the promotion of critical and reflective thinking in teaching actions. However, for professional development to occur with quality, it is essential to respect existing legislation, in order to promote autonomy and a humanized working day for the teaching profession, as well as active participation in decision-making in the school community.