Política de formação continuada de professores na educação infantil em três municípios paranaense

Abstract

This research, linked to the area of Public Policies in Education, Educational Practices and Diversity, addresses the continuing education of Early Childhood Education teachers and aims to analyze public policies for continuing education of teachers in three municipalities in the interior of the state of Paraná. Based on the assumptions of Historical-Cultural Theory, through bibliographical review and documentary analysis, we carried out the research. In order to choose the municipalities studied, we established the following criteria: i) being part of the mesoregion of Paranavaí-PR; ii) offering continuing education to Early Childhood Education teachers; iii) contemplating the continuing education of teachers in their pedagogical project; and iv) having the political-pedagogical project available in the public domain. The data collected from the city hall websites were analyzed in light of the adopted theory, and the following results were obtained: continuing education in service is seen as a space for reflection and improvement of pedagogical practice, allowing teachers to articulate theoretical knowledge with the reality of the classroom; public policies for Early Childhood Education in the three municipalities go through moments of implementation of the Full-Time Comprehensive Education Policy; the management of the supply and investments in continuing education in service for Early Childhood Education teachers can contribute to the advancement of pedagogical practice.