FORMAÇÃO CONTINUADA EM SERVIÇO DE PROFESSORAS DA EDUCAÇÃO INFANTIL
uma pesquisa ‑intervenção em escola do município de São Paulo
Keywords:
Action ‑reflection ‑action, Children of 4 ‑5 years, Early childhood education, Continu‑ing teacher’s education, Pedagogical coordinator.Abstract
This research ‑intervention intended to assign new meanings and senses for the continuing educational upbringing of teachers who work with children of 4 ‑5 years having the theoretical and methodological purposes in action ‑reflection‑‑action advocated by Paulo Freire. The general interest of this research report is to analyze how the continuing teachers forming focused in school may benefit (or not) the reflection on teaching practice with a view to promote changes in educational activities developed in the classroom with children of 4 ‑5 years of age. The researcher teacher who serves as educational coordinator in the school aim of this research used strategies for the practice itself became an object of individual and collective reflection, in order to redirect educational activities. The teachers’ speeches and practices that participated in this intervention ‑research show that some concepts related for the child schooling in early childhood edu‑cation yet have not been overcome. The process of construction of knowledge that rise out from reflection on practice in times of ongoing education needs to be considered in relation that happens among the subjects in it involved and its context. It is essential to consider the importance of the pedagogical coordinator role as a mediator of the reflection process of teachers on pedagogical action developed around children of 4 ‑5 years.References
BARBOSA, Maria Carmen Silveira. Práticas cotidianas na educação infantil – bases para a reflexão sobre as orientações curriculares. Brasília: Ministério da Educação – Secretaria de Educação Básica; Universidade Federal do Rio Grande do Sul, 2009.
CHRISTOV, Luiza Helena da Silva. “Educação continuada: função essencial do co‑ordenador pedagógico”. In: PLACCO, Vera (org.). O coordenador pedagógico e a educação continuada. São Paulo: Loyola, 2003, p. 9 ‑12.
DEMO, Pedro. Pesquisa: princípio científico e educativo. 14ª ed. São Paulo: Cor‑tez, 2011.
FREIRE, Paulo. Pedagogia da esperança: um reencontro com a pedagogia do opri‑mido. Rio de Janeiro: Paz e Terra, 1992.
NÓVOA, Antonio (coord.). Os professores e sua formação. Lisboa: Publicações Dom Quixote, 1992.
PÉREZ GOMEZ, A. “O pensamento prático do professor: a formação do professor como profissional reflexivo”. In: NÓVOA, Antonio (coord.). Os professores e sua formação. Lisboa: Publicações Dom Quixote, 1992.
PIMENTA, Selma G. Saberes pedagógicos e atividade docente. São Paulo: Cortez, 1999.
______. “Pesquisa ‑ação crítico ‑colaborativa: construindo seu significado a partir de experiências com a formação docente”. Educação e Pesquisa, São Paulo, vol. 31, p. 521 ‑539, set./dez., 2005.
