Os Horários de Atividades como projeto de formação: reflexões sobre as narrativas de professoras atuantes na Educação Infantil em Macaé-RJ

Abstract

This research formation isconstituted of the intention to know the diversity of thoughts, conceptions and pedagogical practices of teachers working in early childhood education in Macaé - RJ, through training in Activity Schedules, understood by the official documents of the municipality as a continuous formation. The problem question emerged from how to build paths that evidenced the role of teachers in the spaces/times of formation within the school. In addition, to investigate alternatives for the inversion of the logic of vertical staves for horizontal staves, in which the circularity of knowledge and experiences of teachers could mark the identity of this formation. Some initial questions guide the investigative process woven into a methodological intertwining of conversations and narratives with the teachers: what life experiences impact on the formative process? How are feelings of belonging formed with the local community and how can Activities Schedules enhance or neglect these feelings? The analysis of the stories of life in formation was performed through thematization proposed by Fontoura as a methodological theoretical resource. By problematizing and contextualizing the nuances of training through the Schedules of Activities and their relationship with the teaching narratives, dialogues woven with authors such as Antônio Nóvoa and Bernadete Gatti that broadened the understanding of training through the personal and psychosocial pathway. Josso and Delory-Momberger pointed out the possibility of resignification and publicization of our life stories, raising narratives as a social act. The meetings with the teachers, initially scheduled to take place at the school where we are working partners, required a readjustment because we went through part of the investigative process in the midst of the Covid 19 pandemic. Thus, we have an individual meeting, two collective meetings in Activity Schedules and three other virtual collective meetings. I elaborated that this research formation will contribute to the valorization of what is formative in each learning subject, besides enabling the construction of Activity Schedules managed by the subjects of the training, with their experiences and identity marks that personalize and give meaning to the biographies meetings within the school.