Formação docente na educação infantil: um olhar com suporte na integração ensino com pesquisa.

Abstract

The practice of research in teaching enables professional development and professional learning. Therefore, this study, carried out in 2022 in a municipality in Ceará, had the general objective of understanding the contributions of research to teaching in Kindergarden, investigating the importance of the attitude of being a teacher researcher for the professional development of teachers. Using a qualitative research approach, (13) thirteen questionnaires were applied and (6) six interviews were conducted with professionals who work in Kindergarden teaching. The results allow us to understand that the records of pedagogical practice are a source of research and teacher reflection in Kindergarden, as teachers research their practice and seek to improve it every day. This posture of teacher-researcher of one's own practice gives rise to playful and creative practices that stimulate learning and child and teacher development. Therefore, from research on teaching in Kindergarden, one can reflect on the assumptions that underlie the teaching action, update oneself in the face of social changes and contribute significantly to education at this stage.