Impacto da formação continuada na qualidade da Educação infantil: uma comparação entre práticas de desenvolvimento profissional em instituições públicas municipais e privadas

Abstract

This research, linked to the Postgraduate Program in Education at the Federal University of Triângulo Mineiro, Research Line: Educational Spaces and Formative Processes, addresses teacher training, which constitutes a fundamental field of study for the construction of meaningful educational practices and for strengthening teaching as a profession. It is a continuous, dynamic, and contextualized process, aimed at developing professional knowledge, consolidating teacher identity, and stimulating a critical and transformative pedagogical practice. In this context, this research falls within the field of educational practices and their implications for Early Childhood Education. Using a qualitative approach, the investigation sought to understand educational phenomena in their real contexts, answering the following question: how does continuing education impact the quality of Early Childhood Education in municipal and private public institutions in Uberaba-MG, considering practices, conceptions, and results that influence teaching and learning? The overall objective was to investigate the impact of continuing education on the quality of Early Childhood Education, comparing practices, conceptions, and results between municipal public and private institutions, in order to understand how these actions influence teaching and learning. The specific objectives consisted of: (i) To trace a historical and contextual overview of Early Childhood Education, articulating its trajectory in Brazil with the specificities of the municipality of Uberaba-MG, in order to highlight advances, challenges, and offer subsidies for the understanding and foundation of the research; (ii) To analyze the foundations, conceptions, and practices of continuing education as a permanent process of teacher appreciation, as well as to discuss quality in Early Childhood Education based on its concepts, legal guidelines, and implications for pedagogical work and the social function of the school; (iii) To systematize and analyze the narratives of the teachers participating in the research, organized into thematic categories, in order to give visibility to their voices and understand the meanings attributed to continuing education in the context of Early Childhood Education; and (iv) and Compare the practices, conceptions and results of continuing education in Early Childhood Education between municipal public and private institutions, in order to identify their contributions to the quality of teaching, teaching and learning. The research utilized technical procedures such as bibliographic, documentary, and field investigation. It was conducted in two Early Childhood Education institutions in Uberaba-MG, one public (Municipal Center forEarly Childhood Education – CEMEI) and one private, with the participation of eight teachers—four from each institution. Data collection occurred through narrative interviews, and the analysis was conducted based on the Content Analysis technique, according to Bardin (2011), organized into six thematic categories constructed from the questions proposed in the narrative interview script. The results of the narratives showed that the teachers' professional trajectory is directly impacted by continuing education opportunities, which contribute to the construction of their teaching identity. Significant experiences were highlighted as fundamental for expanding the pedagogical repertoire, especially when articulated with practice and the valorization of teaching experience. The training in the institutions presented different characteristics: in the public network, there is greater systematization, but challenges persist such as lack of time, infrastructure, and integration between theory and practice; In the private sector, the offerings depend on management, but tend to be more flexible and aligned with internal demands. The comparison between institutions revealed inequalities in conceptions, investments, and the value placed on training, impacting teacher motivation. Finally, the main challenges identified included work overload, the gap between training and practice, and a lack of spaces for listening and exchange. As proposals, the participants suggested contextualized, dialogical, collaborative training focused on the integral development of the child. It is concluded that continuing education is fundamental for the qualification of Early Childhood Education, and it is essential to rethink its conception, structure, and implementation in different education networks. Valuing the listening and knowledge of teachers is essential for building effective training processes that contribute significantly to pedagogical practice and to offering an equitable and humanizing education to children.