Formação de profissionais da educação infantil em contextos integrados: informes de uma investigação-ação

Abstract

The present work consists of a continuous training in an integrated context within the framework of an educational research in terms of "action-investigation" such as the one by Elliott (2010). It involves a research cluster from the University of São Paulo and a public Early Childhood Education Centre, which is kept by the São Paulo local government. The formation programme was based on the investigation of educational practices and was constituted primarily of supervised actions by the formal leadership of the Centre (principal and pedagogical coordinator), which was in turn supported by the external supervisor/researcher from the University. The supervision was in line with an ecological perspective of the professional and organizational development, drawing on Urie Bronfenbrenner's thesis. The training was the main action and simultaneously object of research in the context of action-investigation between 2005 and 2009. The principles of a progressive education in line with democratic ideals of equality and freedom and of John Dewey's participative pedagogy had a defining role in the choice for a "Pedagogy-in-Participation" (OLIVEIRA-FORMOSINHO; FORMOSINHO, 2011) as the guiding pedagogic work grammar and methodological and theoretical framework, which also included Lawrence Stenhouse's concept of "teacher as researcher", John Elliott, Stephen Kemmis and Tracey Smith's concept of "educational praxis", and notions of educational changes, organising and institutional cultures and leadership in education established by Kurt Lewin as well as contemporary theorists such as Michael Fullan, Andy Hargreaves and Christopher Day, amongst others as well as recent articulations of institutional leadership in childhood education in works such as the one by João Formosinho, Margy Whalley and Jillian Rodd. The training informed by experiential learning had an impact on the teacher's argumentation as their elaboration of questions and report on practices in documents and written records were increasingly enriched. It was observed the emergence of an effort put in planning educational actions that were compatible with a project that has been collectively conceived. The transformations of practices led the teachers to progress in exercise of reflection on their jobs. In this unifying movement between theory and practices, the teams from the University and the Centre experienced the building of an educational praxis. The training programme was made possible by the positive climate marked by team work in the context of the actioninvestigation. The Centre's formal leadership had a key role in this process, promoting and supporting the interacting actions in a learning environment. The circumstances of the actioninvestigation have indicated how important is for governmental spheres and leaders of each Centre to support collaborative training in context, which creates transformations in educational institutional practices so as to inspire public policies regarding professional training in Early Childhood Education. Finally, the rele...

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