FREITAS, Lucielma Abrantes Ribeiro.
Abstract:
This study aimed to understand the importance of initial and continuing training for the construction of the teaching identity of the professionals of the Childhood Education, highlighting the teachers' conceptions about Childhood Education and the contributions of the formation to the teaching action. The interest in studying this theme originated from the fact that it is a discussion present in the educational reality, since the educator needs to be constantly expanding and renewing his knowledge to re-signify the practice in the school environment, aiming at the quality of the teaching-learning process. The locus of the research was a Municipal Nursery School of the municipality of Poço de José de Moura-PB. The study was developed from an exploratory field research in a qualitative approach, aiming to respond to the objectives of this work. For the data collection instrument, it was used a semi-structured interview with six (6) teachers of Childhood Education, in which the necessary information was obtained to carry out the research. The analyzes were carried out based on the interviewees' statements confronting the theoretical contributions developed. Regarding the results of the research, it was verified that the teachers have initial training in higher education, continuous training, present significant knowledge about the definition of Childhood Education, as well as the knowledge that students need to acquire in this stage of Basic Education and the relevance of the formation and construction of the teaching identity. In this way, some reflections about the results obtained during the research were made and believing that this work can contribute to the cogitations of the readers, pointing out how much quality training is necessary for the teaching performance. In addition, it is considered as primordial to encourage the participation of teachers in diverse formations in order to improve the practice and to reconstruct a daily professional identity.
