Formação Continuada na Educação Infantil: o trabalho formativo das Assessoras Pedagógicas

Abstract

This research aims to analyze the training work developed by the Pedagogical Advisors (PAs) of the Municipal Department of Education of Ponta Grossa in the continuing education of Early Childhood Education teachers. To this end, we seek to: characterize the work developed by the professionals (Pedagogical Advisors) who carry out continuing education for Early Childhood Education teachers; identify how the training processes of Early Childhood Education teachers are constituted in the city of Ponta Grossa; and reveal the understanding that the PAs have regarding the work they develop in the continuing education of Early Childhood Education teachers. The study is qualitative research, which used observation, semi-structured interviews, and conversation circles with the PAs of Early Childhood Education professionals as methodological procedures, based on authors such as Bogdan; Biklen (1994), Gaskell (2002), Warschauer (2001, 2004). The theoretical framework of the research is based on the conception of theory as an expression of practice, based on Santos (1992) and Martins (2006; 2009). The discussions on teacher training are based on Cunha (2008) and Carlos Marcelo (1999), while continuing education in context is addressed based on Oliveira-Formosinho (2002, 2016), Campos (2012), Gatti (2020) and Imbernón (2009; 2010). The training work of the trainers is analyzed based on Romanowski, Cartaxo and Martins (2014; 2016) and Vaillant (2001; 2003). The research concludes that the training work of APs faces several challenges, such as administrative overload, lack of resources and fragmentation of educational policies, which hinder their work with educational institutions. Despite this, pedagogical advisory services play an important role in the ongoing training of Early Childhood Education teachers and, when well structured, can promote teacher autonomy. Thus, a view of theory as an instrument for understanding and transforming reality is advocated, rather than as a starting point. In this sense, the articulation between theory and practice in ongoing training encourages critical reflection on pedagogical practice and the role of pedagogical advisors. This process allows for the identification of challenges and the search for new training strategies, contributing to a more meaningful and transformative practice. It is expected that the results will encourage reflections on ongoing training that goes beyond theory as a guide, valuing the collaborative and systematized production of knowledge.