Caminhos formativos de docentes na educação infantil: percursos vivenciados de desenvolvimento profissional

Abstract

This article is a partial of a dissertation, involving teachers who work in early childhood education and focuses on continuing education as a qualification for this educational stage. It discusses the specificities of the early childhood education, in order to understand the needs and difficulties of continuing education as a mechanism for professional development of teachers in this educational stage. Developed in the qualitative and descriptive approach, it was used theoretical studies based on Garcia (1999), Gatti (2008, 2010), Campos (2016, 2018), Abuchaim (2018), as well as in the descriptions, categorizations and analysis of the collective interviews conducted in 02 schools of early childhood education, in Aracaju-SE. The produced data were treated referentially in the content analysis of Bardin (2016). It became evident that listening to the teachers is a tool to approach the needs and difficulties of the teachers in the context of experiences in the continuing education processes. The continuing education constitutes na qualification elemento for the professional development of teachers and, consequently, in early childhood education.