Educação infantil e formação continuada de professores na regional de Anápolis-GO

Abstract

This investigation, affiliated to the Line of Research State, Policies and Educational Institutions, of the Graduate Program in Education, of the Pontifical Catholic University of Goiás, presents as its theme the continuing education of teachers focused on early childhood education in the region of Anápolis-Go. The problem that motivated this research was: Have the municipalities of the Anápolis region provided continuing education to early childhood education teachers from a reflective and emancipatory perspective? The general objective of the research was: to understand the continuing education of early childhood education teachers in the region of Anápolis, based on legal documents that guide this stage of basic education and the training of professionals who work in it. And, the specific objectives were: a) To identify the relations between educational policies and neoliberalism, situating the analysis of the reality of early childhood education in the Region of Anápolis, state of Goiás, including in this context the understanding of this stage; b) Analyze how early childhood education is materialized in educational public policies presented from the National, State and Municipal Education Plans and their developments based on legal documents for early childhood education; c) Know and analyze the process of continuing education offered to early childhood education teachers in the municipalities of the Anápolis region in terms of educational public policies within an emancipatory proposal. To base the study, several researchers in the field of early childhood education were used, whether in the area of human development, research and teacher training, with emphasis on classic authors widely discussed in the academic area, such as: Vygotsky (1991a, 1991b); Freire (2011a; 2011b; 2011c; 2008) Barbosa, Alves, Silveira (2017); Barbosa and Soares (2018); Golden (2007, 2016); Carniello (2014); Freitas (2007; 2002); Lebanese (2004, 2010); Saviani (2008); Brzezinski (2015); Curado Silva (2011); Kuhlmann Jr. (2015). And, among the documents used: National Education Plans (PNE); Municipal Education Plans (PME); Law of Directives and Bases of Education (1996); the projects of actions developed by the Training Center for Education Professionals; between others. A documental research was carried out, which had as its guiding axis the national teacher training policies. From the laws and official documents, the project of the continuing education course was analyzed during the five years of operation in CEFOPE and other programs such as Pnaic and Alfamais offered in the period. The method that guides this research is historical-dialectical materialism. As for the data collection instruments, a digital questionnaire was used for teachers and directors who work, especially, in early childhood education in the Anápolis region. The work is structured in three sections. In section one, educational policies and neoliberalism are highlighted, aiming to situate the analysis of the reality of early childhood education in the Regional of Anápolis, state of Goiás. In the second section, the Education Plans - National, State and Municipal - are highlighted. And, in section three, the continuing education policies for teachers in the Anápolis region are presented, together with the analyzes of the documents, as well as the data collection. It was observed that early childhood education is a field of studies and research in the teaching profession, a field under construction. And, in this construction, it is necessary to perceive the need not only for dialogue and socialization, but for continuing education as a possibility of building a quality early childhood education based on the training and appreciation of the teacher.