A prática pedagógica das equipes gestoras dos CMEIs na formação continuada dos profissionais da educação infantil na rede municipal de ensino de Ponta Grossa (2000-2020)

Abstract

This research has as its object of study the pedagogical practice of the management team of the CMEIs in the continuing education of professionals in Early Childhood Education in the Municipal Education Network of Ponta Grossa/PR. It aims to analyze the pedagogical practice of the management team of CMEIs in the continuing education of professionals in Early Childhood Education in the Municipal Teaching Network of Ponta Grossa/PR, with a view to understanding how it has been constituted. To achieve the main objective of this research, specific objectives were defined: i) to identify the trajectory of the continuing education of professionals in Early Childhood Education in CMEIs in the Municipal Education Network of Ponta Grossa/PR; ii) characterize the practice of the management team in this continuing education. iii) systematize the contributions of the practice resulting from the continuing education processes managed by the management teams of the CMEIs of the Municipal Education Network of Ponta Grossa. The research is qualitative in nature, the organization and analysis of data was based on the theoretical methodological assumptions of Bardin (2011). The referrals were made from the analysis of documents and interviews with professionals from the Municipal Department of Education and management teams of the CMEIs operating in different periods since the establishment of Early Childhood Education in the city of Ponta Grossa/PR. For theoretical foundation with regard to pedagogical practice, it was based on Martins (1996) and Freire (1987), and discussed discussions on school managers from Kramer (2005), Paro (2010) and Placco (2014). The construction of the concept of continuing education was based on the epistemological axis of theory as an expression of practice, based on Santos (1992) and Martins (1997). The results indicate that from the moment that the Municipal Department of Education took over Early Childhood Education, the management teams of the CMEIs were first constituted with the principals and, in some cases, pedagogues; in different periods the principals took on a triple function, acting as directors, pedagogical and clerical coordinators, and yet they sought attempts to train teachers; in the last period, the training function of the management teams is intensified, although as multipliers of the training received by the pedagogical advisors of the Department of Education; different ways of organizing training were organized without, however, significantly altering the concept of continuing education; there was a movement towards starting from the contexts of practice of each CMEI to think about more specific formations. It is expected that the results can contribute to the practice of school managers in favor of continuing education that goes beyond the idea of theory as a guide to practice and knowledge distribution, turning to its production in the direction of a collective systematization of this knowledge.