| dc.description.abstract | This Dissertation is part of the Research Line “Teaching, knowledge and professional
development”, of the Graduate Program in Education - Master's Degree in Education, at the
Federal University of Santa Maria (UFSM). In its scope, it develops a theoretical dialogue about
the formation and exercise of teaching and the convergences between the concepts of phronesis
and the dialectical relationship between action-reflection, allowing contributions to the task of
the teacher in Early Childhood Education to emerge in the interaction with very young children
( 1 year and 7 months to 3 years and 11 months) (BRAZIL, 2019). It resulted from bibliographic
research, of a qualitative nature, prioritizing references to contextualize childhood and children,
in addition to interweaving the theoretical foundations of training, towards the professionalism
of educators. The document analysis covered public policies, legislation and regulations,
mainly the National Curricular Common Base - BNCC and the National Curricular Reference
for Early Childhood Education - RECNEI, which represent social achievements related to Early
Childhood Education, with other correlated contributions. The text relates professional
development, through the acquisition of practical wisdom in the action-reflection dialectic,
understanding the way in which the initial training process occurs and how subsequent
educational practices contribute to the reflections of continuing education in praxis. The
theoretical dialogue was qualified with authors, such as Aristotle, regarding the concept of
phronesis; Paulo Freire (1979, 1987, 1999, 2004, 2015, 2021), especially with regard to the
dialogicity necessary for the exercise of praxis in education and Maurice Tardif (2012, 2021),
to interrelate knowledge and professionalism, always in dialogues with other authors. In the
study of references, procedures and interlocutions, contributions from Hans-Georg Gadamer's
Philosophical Hermeneutics (1997) were present to help, both in the understanding of central
concepts such as training, education and practical wisdom. contributions and construct stood
out as the educator builds and signifies his teaching throughout his existence and how he
incorporates these knowledge/doings, from different contexts, to his daily practice, with the
proposal that they need a formative process dialogic aimed at the education of very young
children, questioning the generalization in training and educational policies. concepts derived
from philosophical hermeneutics and modern sciences were appropriated, versed in the
challenges of individual applications in current situations, ethically punctuated, and these were
reinvented from a new prism, in accordance with contemporary needs. The articulations made
it possible to discuss the importance of exercising phronesis, relating it to praxis in Early
Childhood Education, with dialogicity and respect for individual issues that are revealed in the
exercise of the educators' daily professionality. Finally, the importance of respect for dialogic
relationships is considered, with the awareness that Early Childhood Education is composed of
relational processes between individualities and the multiple singularities covered in the
educational context. | |
