Formação continuada das professoras da educação infantil de Niterói: os desafios da prática educativa no período pandêmico

Abstract

This master's dissertation is linked to the Research Line Teacher Training, History, Memory and Educational Practices, in the Postgraduate Program in Education, Formative Processes and Social Inequalities, of the Faculty of Teacher Training, of the State University of Rio de Janeiro (PPGEDU/FFP/UERJ). The study investigates the continuing education of Early Childhood Education teachers in the public school system of Niterói during the pandemic period. The research analyzes the training actions implemented by the Municipal Department of Education (SME), from 2020 to 2021, and their effects according to the perspective of the participating teachers. Using a qualitative approach, the analysis, in light of the theoretical framework, includes municipal and federal legislation and other documents regarding guidelines for remote teaching in the period investigated, the responses to the structured questionnaires applied to the teachers who worked with children aged 4 and 5, and an interview conducted with the manager of the Early Childhood Education Directorate. The theoretical framework is based on the historical-critical conception, systematized by Dermeval Saviani, and from the emancipatory perspective of Paulo Freire, emphasizing the concept of autonomy and education as a praxis that involves reflection and action in a transformative manner. The study seeks to promote a reflection on the process of continuing education for Early Childhood Education teachers, highlighting the challenges and necessary adaptations during the COVID19 pandemic. The study highlights the need to improve training policies and educational practices, aiming to develop continuing education strategies that address teachers' needs and prepare them for crisis situations. However, it is important to note that remote teaching is not suitable for Early Childhood Education, even though it was necessary to use it in light of the abrupt changes in the educational system caused by the COVID-19 pandemic.