Dissertação
Formação continuada de professores da educação infantil do município de Santa Maria/RS: conquistas e impasses na implementação das políticas públicas
Fecha
2022-02-24Autor
Zottis, Bruna Lara Moreira
Institución
Resumen
This study aimed to investigate how the municipality of Santa Maria/RS has been
articulating public policies for the continuing education of Early Childhood Education
teachers in the last three years (2019-2021). Thus, the achievements and impasses in
the implementation of the municipal public policy Conexões de Saberes (2019) that
emerged from the high rates of age-year distortion and school dropout in the
municipality were identified. Within this larger policy, other projects were organized for
the different segments of education, being the Municipal Literacy and Literacy Project
(PROMLA, 2019) for preschool and early years teachers, with the purpose of training
teachers in their literacy practices, something that aroused our interest in the insertion
of Early Childhood Education, taking into account that this stage is not intended to
teach literacy, much less prepare for Elementary School. This formative path
(PROMLA, 2019), generated discontent and discomfort on the part of Early Childhood
teachers, due to the fact of separating the training offered to day care and preschool.
During the course of the research, several problematizing questions emerged, making
it necessary to carry out a study on the historical process of the consolidation of Early
Childhood Education in Brazil as a space of struggles and rights, of public policies for
continuing education at the National Level, as well as an overview of Legislation,
regulations and official documents that regulate, standardize and guide the work at this
stage. As a theoretical contribution to the research, we anchored in Kulhmann (2003),
Rosemberg (2002), Oliveira-formosinho (2016), Faria (1999), Oliveira (2010), Baptista
(2010), as well as other works and documents relevant to the topics addressed. In this
sense, the research approach is qualitative, of the Case Study type. As instruments for
the construction of data, we used the semi-structured interview with the SMED/SM
team and the online questionnaire with the teachers of the network. To analyze the
constructed data, we used Bardin (1997) Content Analysis approach. However, the
research pointed out the tensions of PROMLA (2019) training for not contemplating
specific aspects of the field of childhood and for reinforcing pre-literacy discourses and
practices in preschool. At the same time, the research identified changes in the training
of the following years (2020 and 2021), in order to promote teacher development,
reflections on practices with children, recognizing the specifics of early childhood
education. As a final product, we contextualized the research in a document based on
the indicators and criteria to be considered in the formulation of specific continuing
education projects for early childhood education teachers, in order to become a tool
and contribute to the municipal education network. from Santa Maria/RS.