A formação continuada e a dimensão formativa do cotidiano: narrativas de encontros entre professoras e crianças na Educação Infantil em Itaboraí

Abstract

This research is based on a dialogical relationship between a theoretical (auto) biographical and theoretical / theoretical / theoretical and theoretical study of the everyday / social studies, with three articulations: conceptions of childhood, pedagogical practices with young children and teacher training. The justification is closely related to my history as a teacher of Early Childhood Education and for all the experiences of life and formation linked to childhood, forging in me the following concerns: what contributions the different perspectives of continuing education bring to the formation of teachers of small childhoods, whether they are instituted, offered by the Secretariats of Education and / or Universities, and also, the instituting ones, produced in the relations, in the daily life of the spaces of Infantile Education? What reflections do the teachers do when they narrate, in writing, the experiences they experience in daily life with children? What contributions can the ongoing formation experienced in the daily life with children favor the most dialogic political practices in Early Childhood Education? In the way of understanding such questions, I found in the pedagogical narratives another way of reflecting on the teaching and learning of children, by establishing dialogues with Antonio Nóvoa, Gaston Pineau, Marie-Christine Josso, Jacques Rancière, Maria Conceição Passeggi, Inês Bragança and Guilherme Prado. The written narratives as a possibility to learn about the knowledge of experience and praxis in relating an epistemology of listening to an epistemology of practice - a pedagogy of participation. For that purpose, I have Walter Benjamin, Michael de Certeau, Jorge Larrosa and Mikhail Bakhtin, Paul Ricoeur and Júlia Oliveira-Formosinho, as authors who helped me to think of teaching as a process of creation and responsible act. All this in dialogue with the social studies of the childhoods brought by Sônia Kramer, Walter Kohan, Chris Jenks and Giorgio Agamben. As an investigative methodology, the Extension Course "From Arts to Doing Arts to Children's Education", in the second half of 2017, in Itaboraí, proposing the writing of educational narratives in roaming diaries. In this way, the objective is to perceive the meanings of the formation through a comprehensive dialogue with the narratives of the teachers in conversations with the children. Narratives, that tell of the conceptions that base the pedagogical practices with the small ones, that versando to the experiences and the formation. Thus, I support studies by Bakhtin and Ricoeur to seek, in hermeneutic understanding, the lessons of the experiences - for me and for them - in each of the chosen narratives, by the teachers themselves, as a special teacher. Dialogues about dialogues. They evidence a science of practice through meta-reflexion about formative experiences. It reaffirms the child and his knowledge as mobilizers of teacher education and calls for continuity in the struggle for public policies of appreciation of teachers and children's rights.