Dissertação
Parâmetros para a qualificação da formação permanente de professores que atuam na educação infantil
Fecha
2023-02-03Autor
Costa, Juliana Mélo da
Institución
Resumen
This dissertation is part of the scope of productions resulting from the Professional Master's Course in Public
Policies and Educational Management, from the Graduate Program in Public Policies and Educational
Management (PPPG), at the Federal University of Santa Maria (UFSM), along with the Linha de Research Policies
and Management of Basic and Higher Education (LP/1), also from the Study and Research Group on Educational
Policies and Management (GESTAR/CNPq). Specifically, it refers to public policies for the permanent training of
early childhood education teachers, with an emphasis on the qualification of these professionals who work in
public institutions designed and built for early childhood education. Its general objective is to understand which
parameters can contribute to the qualification of the permanent training processes of teachers who work in EMEIs
of the Municipal Teaching Network of Júlio de Castilhos/RS. And for specific objectives it prioritizes: i) revisiting
public policies for the training of early childhood education teachers in Brazil; ii) identify, in the perception of
professionals who work in the EMEIs of the Municipal Education Network of Júlio de Castilhos, how the
Permanent Teacher Training Program is organized and its contributions; iii) analyze narratives of teachers who
work in EMEIs of the Municipal Teaching Network of Júlio de Castilhos about their permanent formation; and iv)
to elaborate parameters for the qualification of the processes of permanent formation of professors that work in
EMEIs of the Municipal Teaching Network of Júlio de Castilhos/RS. This is a qualitative research, based on the
hermeneutic methodology, of the collaborative type and involved with teachers who work in Early Childhood
Education at EMEIs of the Municipal Education Network of Júlio de Castilhos/RS. The research techniques used
for data construction were documents, questionnaires and written narratives. As a method of data analysis, the
theory of interpretation is considered, through hermeneutic understanding and from the meanings of Orlandi
(2013). The theoretical framework is organized based on educational legislation and on authors such as Nóvoa
(1991, 2009), Imbernón (2006, 2010), Freire (1996, 2000), Secchi (2013), Freitas (2021), Kramer (2006), Ghedin
(2004), Gadamer (1983), among others. The materialized technical/educational product refers to parameters for
the qualification of the permanent formation processes of teachers who work in EMEIs of the Municipal Education
Network of Júlio de Castilhos/RS, consisting of the presentation of detailed suggestions and committed to a
permanent formation involved to the training demands and professional performance of these research
collaborators. As main results, it was understood that it is not enough to have laws that regulate the permanent
training of teachers; it is necessary that they become protagonists in the process of planning and achieving their
training, in the sense of thinking about the demands, articulating and materializing the foreseen actions, as well as
qualifying them in the daily work of the professional. Therefore, it is expected that with the development, results
and products resulting from this research, a network of resignifications and [re]articulations has been constituted
in defense and qualification of the processes of permanent formation of teachers working in the EMEIs of the
Municipal Teaching Network of Júlio de Castilhos/RS.