FORMATIVE ITINERANCES OF TEACHERS IN CHILDHOOD EDUCATION

COLLABORATIVE LEARNING SPACES

Abstract

This research aims to analyze the conceptions of teachers of early childhood education of a municipal education network about continuing education, with a view to identifying the knowledge built in their itineraries. It is a theoretical-empirical investigation, of a qualitative nature. The subjects of this research were 22 teachers who answered a questionnaire with objective and discursive questions. The collected data were worked on in the light of the discursive textual analysis (ATD), with a deconstruction of the corpus, followed by the categorization and construction of the metatext. The results indicated that the researched teachers believe in continuing education as a possibility of reframing the knowledge built during graduation, being, still, a way for changes in praxis. There was a concern to appropriate methodologies to promote learning related to children's cognitive, affective and social fields. The experienced training spaces represent, therefore, experiential knowledge and professional training within the school routine, as well as the development of competencies and skills inherent to knowledge, to know how to do and to know how to be in the teaching profession.