Formação, saberes e prática pedagógica dos docentes da educação infantil.

Abstract

In this study, we wanted to characterize the formation and the pedagogical practice of the Childhood Education teachers, as well as identify different knowledge present in this practice, in order to determine the theoretical knowledge acquired in the course of training are actually incorporated into the teaching activities aiming the improvement of the teaching-learning process. This theme was chosen in order to broaden the understanding of the knowledge and find grants to assist the pedagogical practice. The research locus was a private school in Sousa- PB. The study was developed through a literature grounded in important theoretical based on contributions from authors such as Tardif (2007), Oliveira (2008), Pimenta (2005), and others, that discusses the teaching formation,the knowledges, and the teaching practice , as well as a field research of a qualitative descriptive approach. To collect the information needed to research the object of study, the procedure was used as a semi-structured interviews with 03 (three) teachers of Childhood Education. The results obtained during the investigation showed that teachers see the need for constant acquisition of new knowledge and, consequently, the incorporation of this knowledge to their Pedagogical practice so that they can develop the skills and competencies required to work as education professionals. They also emphasize the need for continued education and reflection on practice as necessary for its preparation as trainers of human beings.