Formação continuada na Unidade de Educação Infantil Ipê Amarelo e a organização do trabalho pedagógico em turmas multi-idades o que dizem as professoras?

Abstract

This work aims at presenting an analysis of a pedagogical action performed in a Children’s Education Unit from Santa Maria/RS during 2016. The topic of the work focuses on an analysis of the continued formation of the pedagogical work organization, considering the multi-ages classes. Concerning methodology, Bolzan (2002) has been used as basic support, because a qualitative research with sociocultural stamp was considered. As methodological strategy, the only case study in André (2008), Bogdan; Biklen (1994) and Yin (2005). As research instruments, the realization of semi-structured and individual interviews with two teachers have been preferred. A Pedagogical project analysis of the school has also been carried out, in the light of the theory and applicable laws about Children’s Education. From the analysis of the teachers’ narratives, two categories were pointed out that supported the theoretical intertwining and became clear in the narratives. These categories were defined as continued formation in a way of having space for study and organizing the pedagogical work. It is stood out that these categories have the organization of multi-ages classes as guiding principle. Thus, in the teachers’ speaking it is evinced how important is the continued formation space for study and dialogue about the practices that are performed. The formations have been also highlighted as primary issues for the beginning of the work with children and for (re)thinking the organization of the pedagogical work. This one, in turn, comprises different elements, such as the way of planning the organization, flexible planning which enables the prominence of children, among others. The realization of this work allowed to glimpse an important space in the teachers’ formation, since the continued formation is a primary matter when regarded to quality in Education.