Formação continuada de professoras da Educação Infantil em Goiás: concepções e perspectivas
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2022-08-23
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Universidade Federal de Goiás
Resumo
This research was developed in the Graduate Program in Education (PPGE) at the Faculty of
Education (FE) of the Federal University of Goiás (UFG), in the line of research “Teaching
Professional, Training and Educational Practices”, and is one of the actions of the project “Public
policies and childhood education in Goiás: history, conceptions, projects and practices”, linked to
the Center for Studies and Research on Childhood and its Education in Different Contexts
(NEPIEC). The investigation arose from the interest of identifying which are the continuous or
non-continuous training processes experienced by Childhood Education teachers at public
institutions and understanding, from the perspective of the teachers, whether these courses reach
the entirety of the teaching praxis. Since the perspective of teachers from seven municipalities in
the State of Goiás, the general objective was to know the continuous education courses offered to
Childhood Education teachers, analyzing whether they have been effectively contributing to the
constitution of a critical and emancipatory teaching practice. For this, the following specific
objectives were listed: to know and analyze the scientific-academic production that deals with the
continuous education of Childhood Education teachers; systematically analyze some legal
documents about continuous education at national and state levels; to investigate the teachers'
conceptions and perspectives on continuous education courses carried out after initial training, and
to understand what are the formative processes, continued and experienced by Childhood
Education teachers in public institutions. The investigation process was consolidated based on the
method of historical-dialectical materialism, on the works of several Marxist authors, allowing a
scientific and critical reading of material reality, as well as understanding the multifaceted aspects
and links that constitute continuous education. The methodology was anchored on a qualitative
perspective, with a theoretical-bibliographic survey step, a documental analysis of laws and
guidelines and an empirical stage. In this, there was a participation of 101 teachers from seven
municipalities in the State of Goiás. An online questionnaire on a social networking platform was
used as a methodological instrument. The research notes showed that public policies for teacher
training have advanced in order to regulate continuous training processes as a right linked to
teaching. However, the contradictions of the historical context and the privatist character of
education in neoliberal times did not allow effective and continued consolidation in training
throughout the teaching career. It is understood that it is necessary public policies building for the
teachers training, at the national and municipal levels, that meet the training specificities related
to the education and care of children in the first stage of Basic Education.
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SANTOS, Cristiane Ribeiro dos. Formação continuada de professoras da Educação Infantil em Goiás: concepções e perspectivas. 2022. 275 f. Dissertação (Mestrado em Educação) - Universidade Fedewral de Goiás, Goiânia, 2022.