Formação docente para a educação infantil: olhares de professores sobre o desenvolvimento de crianças de 3 a 5 anos

Abstract

The main objective of this dissertation is to understand the theoretical and practical knowledge of early childhood education teachers about the development of children aged between 3 and 5 at a social constructivist school located in the city of Franca, São Paulo. The research was carried out within the "Educational Foundations and Practices" research line of the Education Program at the Federal University of the Triângulo Mineiro (UFMT). In order to compile the research data, we conducted semi-structured interviews with six teachers who work at the school. The criterion for choosing them was the length of time they have worked in the age groups that are the subject of this research: nursery, kindergarten and Pre I (3 to 5 years old). The material was analyzed using content analysis. The results suggest that the teachers have internalized theoretical knowledge, visible through the practices and perspectives they advocate, but when asked about the theory, they felt insecure about talking about it. They also pointed out the need to invest in training that addresses the challenges encountered in the day-to-day classroom, since the research data showed that the training did not always meet the teachers' needs and that they had a reference in practice, but when they brought it to the theoretical field, many had difficulties.