Escrever, refletir, compartilhar: marcas da formação continuada em registros de uma professora das infâncias

Abstract

The objective of this work is to study the importance of teacher registration in the continuing education of the teachers of Childhood. I seek in this study to present the relevance of the registry in the teacher training process from my personal reports, which were written during my experience in the UFF Daycare. I bring the reports that represent the teaching group of the Nursery between 2007-2014 understand that the network of know-how (ALVES, 2010) formed by human beings in their multiple and complex relationships is what makes up a daily knowledge and meaning that are woven in the spaces from school. I present the record as a lens that helps to see the everyday and think about it. Sharing feelings, doubts and writing contributes to reinventing our actions and making us aware of our incompleteness (FREIRE, 2000) that impels us to go beyond what is set aside from isolation. In this sense, I reaffirm the importance of every teacher as a researcher of the practice itself. Initial or continuous training in and with everyday life enhances the childhood teacher who starts to have research, registration and socialization as essential tools to understand their actions and produce knowledge with greater autonomy. The registry gives visibility to the teaching work and reinforces the political position of which teachers are researchers and thus, produce knowledge, in this case, knowledge about childhood. This knowledge that the research teachers teach about childhood, value the culture of children, and leave marked as children think, feel privileged the process and not only production.