A formação continuada de professores de crianças de 0 a 3 anos: reflexões a partir de produções da ANPEd

Abstract

This study aims to analyze academic works on the continuing education of teachers working with children aged 0 to 3 years in daycare centers, based on studies presented in Working Groups 07 (Education of Children Aged 0 to 6 Years) and 08 (Teacher Education) of the National Association of Graduate Studies and Research in Education (ANPEd), between 2009 and 2023. It is a qualitative and literature review research, conducted through a search based on predefined keywords. The study adopts as theoretical references authors who discuss the historical trajectory of Early Childhood Education, teaching with infants, and the importance of continuing education for the improvement of pedagogical practices, such as Oliveira (1988), Kuhlmann Jr. (2000; 2010), Kramer (2005), Rosemberg (2002), and Coutinho (2017). These authors understand teacher education as a continuous and reflective process, linked to the daily life and social reality of Early Childhood Education institutions. The research is guided by the following question: how has the continuing education of teachers working in daycare centers been addressed in academic works presented at the National Meetings of ANPEd? The results indicate that although continuing education is recognized as essential for improving pedagogical practices with infants, it is still scarcely explored in the analyzed academic productions. The studies that directly address this topic highlight the importance of training connected to the daily life of daycare centers, sensitive listening, and valuing teachers as reflective subjects. It is concluded that there is a need for public policies and formative actions that recognize the specificities of teaching in daycare centers and promote pedagogical practices committed to the integral development of young children.