As contribuições do programa PROINFANTIL na identidade profissional do professor de Educação infantil : estudo de caso no pólo Arapiraca

Abstract

This research aimed to investigate the contributions of the Teacher Training Program for Early Childhood Education - ProInfantil / MEC in the construction of professional identity of teacher education. The literature review takes as reference studies dealing with the identity of the child's teacher little: (GOMES, 2003), (Silveira, 2006), (BARBOSA, 2007); initial training of teachers in senior and middle level: (BONETTI, 2004 ) (ALMEIDA, 2009), (CAPESTRANI, 2007), (Cabral, 2005), (Heath, 2007), (Kiehn, 2007); knowledge and practices in Early Childhood Education: (ROSE, 2007), (DIEB, 2007) The ProInfantil is an initial training mid-level normal, in the distance and aims professionals in public schools who work with children in early childhood education institutions (daycare and preschool) and who don't have the qualification required by law.We sought to identify aspects worked during the training that enabled advanced in teachers' professional identity from their perceptions and meanings constructed on the course. The study has also sought to contribute to the current debate about early childhood professionals and their required training. This is qualitative research focused on the case study, which used to data collection, the questionnaire consists of three parts. The first sought to define the profile of the subject and the second turned to matters which pertained to perceptions of Teachers about the program before and after have it completed and the third consisted of questions regarding the content and format of the course. Participated in this study 24 course participants who constituted the group II, in the Agency Forming Arapiraca / AL. The results indicate that this program has brought several contributions to the construction of the identity of Teachers, especially with regard to their knowledge and practices relating to the training and the child. The increase in self-esteem, professional appreciation arising from their colleagues, improvement educational practice, work organization and planning in the face of the child are aspects that stand out. Besides these aspects, advances have also been perceived in personal perspective of the actors involved in the process, such as how now dealing with children and their sons and various situations in your life. An important factor of those advances are the disciplines "Pedagogical Work Organization" and "Foundations of Education" that interconnected, contributed significantly for teachers to appropriate the knowledge and practices that involve the child. In addition, the evaluation instruments stand out in the program, enabling teachers to reflect on their training.