Políticas de formação continuada das professoras da educação infantil de 4 a 5 anos do município de Paranaguá /PR: 2013 – 2023

Abstract

This dissertation is interested in the continuing education policies of teachers dedicated to educational work with children aged 4 to 5 and their challenges, from 2013 to 2023 in the municipality of Paranaguá/PR. Having said that, the problem of this research is delimited as follows: What are the policies and their challenges for continued training of the Municipal Education Network of Paranaguá/PR for teachers in Early Childhood Education? Depending on this problem, the following general objective was chosen: to explain the policies for the continued training of early childhood education teachers in the Municipal Education Network of Paranaguá / PR and the challenges they impose. To this end, the specific objectives are: to carry out historical and sociological notes on the municipality of Paranaguá and a systematic literature review; examine policies and legislation for early childhood education; identify continuing training actions for teachers adopted in municipal early childhood education centers and in schools that have early childhood education classes and point out the challenges of the municipal education network in Paranaguá / PR in relation to the training of teachers for early childhood education. With this aim, bibliographical research was carried out reporting the studies and research of the authors: Assis (2004), Guizzo and Felipe (2012), Drumond (2013), Machado (2000), Muscato and Azevedo (2013), Nascimento (2021 ), among others, who were selected for analyzing legislation and public policies for early childhood education. With regard to the continuing training of teachers, studies by Bernardete A. Gatti are used. We also used documentary research, analyzing the Federal Constitution of 1988, Law of Guidelines and Bases of National Education – LDBEN 9,394/96, Law nº 11,274/2006, National Curricular Guidelines for Early Childhood Education, Law nº 12,796/2013, CNE Resolution /CP nº 02/2015, Law nº 3,468/2015 – BNCC, Resolution CNE/CP n.2/2019 and the Municipal Education Plan – Law nº 3,468/2015 in addition to interviews with semi-structured questions. There is an effort to get closer to elements of the historical-dialectical materialism method, when contradictions and historical constraints are highlighted. The research carried out allows us to say that the training of early childhood education teachers occurs through continued training on legislation and pedagogical documents, conversation circles and the training offered by SEFE. It is also highlighted that the majority of these trainings occur through the transfer of pedagogues from the educational institution during the activity hour. It is evident: It is pointed out that there is a need to move beyond training based solely on reporting experiences, on assumptions of the pedagogy of learning to learn and on retreat from theory, so that teachers gain pedagogical autonomy in their pedagogical work . Furthermore, it is necessary to rethink the differences in the training of teachers at CMEIS and schools, as well as the presence of external institutions organizing and delivering training and the differences between materials and spaces.