THE CRECHE AS A PLACE FOR THE TEACHING OF TEACHERS IN CHILDREN EDUCATION

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DOI:
https://doi.org/10.18675/1981-8106.vol27.n55.p347-368
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Abstract
The objective of this research was to analyze the reflections from participants of an extension project of UFSCar related to the signification and re-signification of teacher identity process. This study was developed in the perspective of contribution from the school as a locus of continuing training, experience sharing, knowledge and practices. Qualitative approach was used in the study. Data were collected during Extension Project in 2013 and 2014, and they were organized from four categories: profile of the teachers participating in the research; vision of the teachers about the profession; work in early childhood education and teacher training; reflections during the process of ressignification of the teacher/teaching identity. Results indicated that continuing education is an essential learning space for the construction of teacher identity ressignification, as well as allows a greater visibility of the teacher as a professional, and social recognition for teachers, especially those working in early childhood education.
Author Biography
  1. Márcia Regina Onofre, UFSCar - São Carlos
    A docente é Pedagoga, Mestre e Doutora em Educação Escolar pela Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP), professora e chefe do Departamento de Teorias e Práticas Pedagógicas da Universidade Federal de São Carlos. É professora do curso de Pedagogia a Distancia da Universidade Aberta do Brasil (UAB/UFSCar) e coordenadora do PIBID Pedagogia EaD/UFSCar. É pesquisadora e líder do Grupo de Estudos e Pesquisas sobre Processos Formativos e Saberes da Docência da Universidade Federal de São Carlos. Desenvolve estudos e pesquisas sobre os seguintes temas: formação inicial de professores, desenvolvimento profissional docente, profissionais do ensino fundamental I e educação a distancia.
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Published
2017-11-19
Issue
Vol. 27 No. 55 (2017)
Section
Artigos
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How to Cite

THE CRECHE AS A PLACE FOR THE TEACHING OF TEACHERS IN CHILDREN EDUCATION. Educação: Teoria e Prática, v. 27, n. 55, p. 347–368, 19 Nov.2017.