Educação infantil e formação continuada: o caso das escolas comunitárias de São Luís-MA

Abstract

The present study aims to analyze the limits and training possibilities of teachers who work in Early Childhood Education in Community Schools in São Luís-MA and are excluded from continuing education programs developed by the responsible body, participatory investigation was carried the refore, a out, based on the principles theoretical and methodological aspects of Historical and Dialectical Materialism, whose characteristicis the search for anexplanation of the phenomena of reality from concrete conditions, from which the sources that generate them can be rationally understood. psychological and epistemological dynamics to detect contradictions and seek alternatives to over come them. The research adopts as an epistemological assumption the historical-critical theory outlined by Demerval Saviani (1983, 1997, 2003, 2007, 2011a, 2011b). and Freire's Pedagogia Libertadora (1978,1982, 2011, ) which structure the thesis of a critical and emancipatory proposal for teacher education in a proactive, perspective, and contribute to the critical educational process by considering the singularities of children from them arginalized classes of society. limitations and determinants imposed by the dominant model. The theoretical and methodological references that support the discussion about the objectof study are supported by authors such as: Saviani (2008; 2011; 2012; 2018), Hermida (2020), Duarte (2012), Lombardi (2011), Melo (2000) , Imbernóm (2004), Nóvoa (2019), Cury (2000), Neto (2011). Gatti (2005); Tardiff (2002); Lebanon (2009); Gamboa (2012), among others. Field research was carried out in ten community schools, involving thirty teachers, and the results were interpreted based on discourse analysis (Orlandi (2012) focused on the broad and general use of language within and among specific groups of people, hence the indication of a lato sensu continuing education considering the daily life of the classroom and having the teacher as author and researcher with a political, ethical commitment as a promising path for the professional development of teachers and the transformation of society.

RESUMEN El presente estudiotiene como objetivo analizarloslímites y posibilidades de formación de docentes que actúanenEducación Infantil enEscuelasComunitarias de São Luís-MA y estánexcluidos de los programas de educación continua desarrollados por el organismo responsable, por lo que se realizó una investigación participativa. partiendo de losprincipios teóricos y metodológicos del Materialismo Histórico y Dialéctico, cuya característica es labúsqueda de una explicación de los fenómenos de larealidad concreta y a partir de ahí buscar comprender racionalmente lasfuentesgeneradoras, sudinámica psicológica y epistemológica para detectar contradicciones y buscar alternativas. para superarlos. La investigación adopta como supuestoepistemológico lateoría histórico-crítica esbozada por Demerval Saviani (1983, 1997, 2003, 2007, 2011a, 2011b). y la Pedagogia Libertadora de Freire (1978,1982, 2011, ) que estructuranlatesis de “una propuesta de formación docente en una perspectiva proactiva, crítica y emancipadora contribuirá al proceso educativo crítico al considerar las singularidades de losniños de lasclases marginadas de lasociedad”. con sus posibilidades, limitaciones y determinantes impuestos por el modelo dominante. Los referentes teóricos y metodológicos que sustentanladiscusión sobre el objeto de estudioestán sustentados en autores como: Saviani (2008; 2011; 2012; 2018), Hermida (2020), Duarte (2012), Lombardi (2011), Melo (2000 ), Imbernóm (2004), Nóvoa (2019), Cury (2000), Neto (2011). Gatti (2005); Tarifa (2002); Líbano (2009); Gamboa (2012), entre otros. La investigación de campo se llevó a cabo endiezescuelascomunitarias, conlaparticipación de treinta docentes, y los resultados se interpretaroncon base enelanálisisdel discurso (Orlandi (2012) centrado enel uso amplio y general dellenguaje dentro y entre grupos específicos de personas que estructuranlanominación de uneducación continua lato sensu considerando la vida cotidiana del aula y teniendo al docente como autor e investigador conuncompromiso político, ético encaminado al desarrolloprofesional y latransformación de lasociedad.