Investigando caminhos formativos de professoras da(s) infância(s) em Rio Bonito: o curso normal em questão

Abstract

The present dissertation problematizes some questions about the initial formation of elementary school teachers, using as an investigative context ? Curso Normal? at Colégio Estadual Desembargador José Augusto Coelho da Rocha Júnior, in Rio Bonito.The goal of this research is to understand how this formation has been being developed, starting from the comprehension of the pedagogical-curricular conceptions of the teacher and students in this course. We also search to identify which concepts of formation are present on the curricular purpose, as well as the way elementary education is conceived and structured in this course. For so, in this investigation, we enter a discussion about the formation teachers go through, considering broader questions, searching to contextualize this theme and after that we discuss mainly the formation of elementary school teachers. It's a qualifying research that has structured itself from the articulation between some theory-methodical procedures, such as observation, conversations/interviews and documental analysis. The dissertation tries to be cohesive within an investigation founded on dialog and on the participation of the subjects (researcher, teachers and students) involved in it. The investigative process has been designed in spiraled movements, of construction of the knowledge, being initiated with many? questions about childhood/children? that transformed into new questions as time went by. And so, this work has been (re)built with each new ?discovery? about the formation of elementary teachers in Rio Bonito, mainly in the everyday routine of ?Curso Normal? at Colégio Desembargador. Throughout our journey investigative understand that the normal course still remains an important area of ??training, since the demand for places for first-year classes issignificant. We also understand when developing this research that the tense relationshipbetween theory and practice is presented as a dilemma for teachers and students. As regards the approach of the course on early childhood education, the teachers believe that the incorporation of disciplines such as ducational and Pedagogical Knowledgeand Practices in Early Childhood Education and Pedagogical Research Initiation, meantadvances in / for the formation of childhood teacher since that discuss specific questions about this stage of basic education. We do not attempt to tire of this topic or even offer definitive answers to the presented questions. We expect to problematize them and reflect on the initial formation of the previously mentioned teachers, using as a guideline the formative processes that don?t segregate the multidimensional dimensions of teaching, overall, about the formation of the researcher-teacher of children.