Politíca de formação continuada dos professores da educação infantil da cidade de Arara/PB

Abstract

The present work had as general objective to analyze the policy of continuing education of teachers of Early Childhood Education in the Municipality of Arara / PB, from its legal order. We can affirm that the process that constituted Early Childhood Education as a level of education in Brazil took a long period of time to consolidate and involved / involves many conception debates about education, society and man. In the last decades, the field of studies on Early Childhood Education has been expanding and managing to have repercussions on the constitution of legal systems, however, this issue still seems to be far from what is being sought for decades. Early childhood education is of paramount importance for child development and for the teaching and learning process of children. We take as a theoretical reference authors like Libâneo (2004), Nóvoa (1999), Nóbrega (2016), Paulo Freire (1997), Faria and Palhares (2007), Saviani (2009), among others. From a methodological point of view, we used the bibliographic and documentary research method, as a research instrument we used questionnaires that were applied to the Child Education Coordinator in daycare centers and to the Municipal Secretary of Education of that municipality. The research subjects were restricted to managers due to the pandemic of COVID-19, but we intend to continue this study in the future and expand the analysis of the Continuing Education Policy for Teachers of Early Childhood Education in the city of Arara / PB having as subjects of researches the teachers. The analysis of the questionnaires was essential to conclude the research on the policy of continuing education for teachers of early childhood education and to reflect on the Municipal Education Plan (PME), current legislation that governs Early Childhood Education in the municipality. From the research, it was possible to notice that the city of Arara / PB is advancing in this phase of basic education in recent years. There was an increase in daycare centers and pre-school spaces in order to expand the attendance for children up to 3 (three) years old and from 4 (four) to 5 (five) years old. Regarding goal 1 of the PME, we highlight the progress in the quality of the daycare structures and the new municipal daycare in the standards of the pro-childhood program. Regarding the continuing education of early childhood teachers in Araras / PB, it is stated in the PME, that only 22.6% of basic education teachers had specialization, so it was necessary to advance by 27.4% to reach the goal by the end of the plan in 2025. In view of the secretary's responses, we realized that the municipality has partnerships with the State Department of Education in this perspective of continuing education, which we consider to be very positive. In addition to this partnership, we highlight the pedagogical meetings and planning that take place promoted by the municipal secretariat, as well as partnerships with UFPB and UEPB. However, we emphasize that the municipality needs to provide other means of encouraging continuing education.