| dc.description.abstract | This research was developed in the line of Policies and Management of Basic Education, of the Professional Master's Degree which is part of the Post-Graduate Program in Public Policies and Educational Management, from the Federal University of Santa Maria (UFSM). The study was guided by the following problem: How can training in context contribute to the [re] -significance of the Pedagogical Proposal of EMEI SONHO MEU, from a reflexive-dialogic process? The general objective was to build a dialogical training process in the context of [re] - signifying the Pedagogical Proposal of EMEI Sonho Meu. The following specific objectives were defined: to analyze Public Policies at the macro and micro level that guide the construction of the Pedagogical Proposal for Early Childhood Education; understand the role of the educator in the [re] -signification of the Pedagogical Proposal; dialogue about educational praxis in the context of EMEI Sonho Meu. The methodological processes were based on a qualitative approach (MINAYO, 2009: FLICK, 2009), of the Research Training type (JOSSO, 2004, 2007, 2010). Thus, for the mediation of the dialogic process, the Investigative-Formative Dialogic Circles (HENZ, 2015) were used and the analysis of this dialogicity was based on the understanding and interpretation based on hermeneutics (GADAMER, 1999: HERMANN, 2002). Furthermore, the theoretical framework is organized based on legal frameworks and authors such as (KULHMANN, 1998), (KRAMER, 1997), (OLIVEIRA, 2012, 2002), (NÓVOA, 1995, 2013), (IMBÉRNON, 2009), (PADILHA, 2017), (VEIGA, 2013), (FREIRE, 2019) and (OLIVEIRA-FORMOSINHO, 2002, 2016). Training in the context of educators aims at professional development, mainly in the dialogue with peers related to everyday experiences, reflecting their practice in a movement of construction, deconstruction and reconstruction of new knowledge. In this area, the proposal of dialogical training in the context of the school was of paramount importance for the educators' awareness and self (trans) training, since, when they problematize, dialogue and reflect on their practice, they were protagonists of their training, giving meaning to the formative processes and, as a consequence, perceived themselves as agents of transformation and [re] signification of the Pedagogical Proposal of EMEI Sonho Meu. In this sense, it is worth noting that the product of this study is the Proposal for dialogical training in context at EMEI Sonho Meu, which provided an opportunity for reflecting on educational praxis to [re] signify the School's Pedagogical Proposal and the self (trans) formative processes with teachers, monitors, managers and employees. | |
