Formação continuada de educadores da educação infantil do campo: reflexões dialógicas com docentes na rede pública municipal de Feira de Santana

Abstract

This research presents a study on the specific perspectives of continuing education of educators who work in early childhood education in schools in the countryside of Feira de Santana, a municipality in the state of Bahia, considering the fundamental role that the rural educator occupies in the formation of peasant children from 0 to 5 years old. The study aimed to identify and analyze the knowledge of teachers of Early Childhood Education in the countryside in the municipal public network of Feira de Santana, dialoguing about perspectives for the continuing education of educators in the specificities of early childhood education in the countryside. It is a research with a qualitative approach, from the perspective of participatory research. Questionnaire and Epistemological Circles were used as a research device, a methodology inspired by the Freirean Culture Circles. In addition to a research methodology, The Epistemological Circles proved to be a formative experience conducive to the promotion of dialogues that fostered reflective teacher criticism and the re-dimensioning of practices. 17 educators who work in Early Childhood Education, in rural public schools in the municipality of Feira de Santana and 12 children aged between 3 and 5 years, who study in an exclusive Early Childhood Education school in the countryside, were participants in the research. The analysis of the information collected was carried out from the analytical categories articulated between the research objectives and the dialogues with the educators, using the contributions of participatory research and content analysis. The results of the research pointed to the urgency of continuing education of educators of Early Childhood Education in the Countryside who consider their training interests, among them a greater deepening of the conceptions of child and childhood, infantile sexuality, study of the bases of Child Education and Education in the Countryside. The educators also highlighted the importance of listening to children as the main way to focus on the life of the community, allowing them to know the reality of peasant childhoods, experiences, needs and interests, making it possible to know and understand them in order to better plan the pedagogical work. Thus, we conclude that the study points to the emergence of a teacher training in the specificity of early childhood education in the countryside. The survey of the educators' training interests and listening to the children was configured as a founding way for the materialization and strengthening of early childhood education in the countryside, expanding the understanding of the relevance around the continuing education of educators, when discussing about the necessary knowledge to a teaching performance in a perspective of transforming praxis.