A formação de professores da educação infantil em Campo Maior-pi: impactos na prática pedagógica

Abstract

Reflecting on the training of Early Childhood Education teachers means considering the social involvement and pedagogical practices that support the initial years of the educational process. This stage, often underestimated in the Brazilian educational scenario, demands professionals who are not only qualified but also sensitive to the various dimensions of child development. However, there are still challenges that reveal the gap between the training offered and the real needs of pedagogical practices. In this context, the current study sought to understand how teacher training affects the quality of educational experiences for children in the municipality of Campo Maior-PI. Based on this reality, the general objective of the study was to analyze the effects of the training of Early Childhood Education teachers in Campo Maior-PI, especially with regard to pedagogical practices aimed at the comprehensive development of children. To achieve this objective, three specific objectives were defined: to characterize the training of Early Childhood Education teachers in the municipality in question; to describe the organization of Early Childhood Education in relation to the promotion of the comprehensive development of children; and to identify the perception of school administrators about teacher training and its connection with pedagogical practice in the daily school routine. The research, with a qualitative and exploratory approach, used bibliographical and field research. Data collection took place through narrative interviews in schools in the municipal public network of Campo MaiorPI, with four professionals in Early Childhood Education, two teachers and two managers, all with at least three years of experience. The theoretical framework includes authors such as Kuhlmann Jr. (2010), Vigotski (2007), Kishimoto (1994; 2001), Gatti (2010), Garcia (1999), Franco (2016), Nóvoa (1999), Lück (2009) and Gil (2008), who contributed to the critical analysis of teacher training, pedagogical practices and school management. The data revealed that initial training, often fragmented and distant from the specificities of Early Childhood Education, has not adequately prepared teachers for daily challenges. Ongoing training, generally offered once a month, does not always meet the concrete demands of teachers. The participants reported that daily practice and classroom experience remain their main sources of experience. It is concluded that it is necessary to rethink the training processes aimed at Early Childhood Education, recognizing their importance and ensuring that professionals in the area receive continuous, critical and contextualized training, capable of promoting intentional, sensitive and transformative pedagogical practices. Keywords: Teacher training; pedagogical practice; child development; early childhood education.