| dc.description.abstract | This research aimed to understand how the proposals of continuing education for teachers of Early Childhood Education are articulated, undertaken by the municipal education network of Santa Maria - RS. Thus, we also seek to identify how the continuing formations of the National Pact for Literacy at the Right Age (PNAIC) had an impact on the teaching work of Early Childhood Education teachers and on continuing education policies in the municipality of Santa Maria - RS. Bearing in mind that PNAIC is a program that aims to qualify teachers in their literacy practices, it calls our attention that Early Childhood Education has been inserted in such a proposal, considering that this stage does not aim to literate, nor prepare for entering Elementary School. In addition, we identified a new proposal for continuing education in the municipality, the Municipal Literacy and Literacy Program (PROMLA), which appears as a repercussion of the PNAIC, generating discomfort on the part of early childhood teachers, who were separated between daycare and pre-school. school to experience the formative processes. If the stage was not enough, the pre-school teachers were still grouped with the teachers of the first years of elementary school, in a formation clearly focused on literacy. During the writing, these and other questions are problematized. As a theoretical contribution to the research, we used the writings of Kuhlmann Jr. (2003), Oliveira (2010), Tardif and Lessard (2008), Hypolito (1997), Ferreira (2019), in addition to other works and documents relevant to thematic areas covered. In this sense, this qualitative research was based on the Policy Cycle approach (BALL, 1994) (MAINARDES, 2006), using semi-structured interviews and the online questionnaire as instruments for data production, with the participation of eight subjects . Thus, we identified that the training undertaken by PNAIC in Early Childhood Education, in the municipality of Santa Maria - RS, had several interpretations and its execution was due to the conceptions of the subjects responsible for putting it into practice, in the face of many weaknesses and situations of neglect by the government. In this context, we witnessed the creation of another Continuing Education Program - PROMLA - that also did not guarantee the necessary subsidies for a quality training process and that respected the specificities of each age group in a contextualized way, reinforcing preparatory and practical teaching discourses and practices traditional. | |
