CONTINUING EDUCATION FOR TEACHERS OF EARLY CHILDHOOD EDUCATION: CONCEPTS OF PROFESSIONAL EDUCATION NETWORK CITY OF FORTRESS.

Pesquisas e aÃÃes inovadoras tÃm apontado para a importÃncia do investimento no desenvolvimento profissional dos professores, entendendo que a democratizaÃÃo do ensino passa pela formaÃÃo destes profissionais, alÃm de contribuir com a sua valorizaÃÃo e melhorias nas suas condiÃÃes de trabalho. O foco deste trabalho està relacionado à formaÃÃo continuada de professoras para a EducaÃÃo Infantil, sendo esta uma delimitaÃÃo necessÃria visto que as polÃticas educacionais voltadas para a formaÃÃo docente sÃo bastante amplas. No caso destas profissionais, as discussÃes sobre as carÃncias na formaÃÃo inicial e continuada podem ser consideradas como casos especÃficos, pois o que se observa à que as formaÃÃes destinadas Ãs professoras que atuam em turmas de crianÃas na idade de zero a cinco anos, em muitos casos, nÃo contemplam as questÃes especÃficas da educaÃÃo dessas crianÃas, acarretando equÃvocos nas suas prÃticas pedagÃgicas. A pesquisa buscou analisar as concepÃÃes de formaÃÃo continuada e a percepÃÃo das formaÃÃes continuadas vivenciadas no perÃodo de 2005 a 2010 de um grupo de profissionais formado por tÃcnicas de educaÃÃo e de professoras que atuam na EducaÃÃo Infantil da rede municipal de ensino de Fortaleza, CearÃ. O aporte teÃrico traz as concepÃÃes sobre formaÃÃo continuada de professores, em Ãmbito geral, tendo por base as ideias de AntÃnio NÃvoa (1997; 1999) e Gimeno SacristÃn (1995). Para o caso especÃfico da formaÃÃo continuada de professoras que atuam na EducaÃÃo Infantil, as ideias de JÃlia Oliveira-Formosinho (2001a; 2009), foram tomadas como suporte teÃrico no decorrer deste estudo. A abordagem do trabalho à de cunho qualitativo, sendo a estratÃgia utilizada o estudo de caso. Para a coleta dos dados foram realizadas entrevistas semi-estruturadas com sete tÃcnicas de educaÃÃo, trÃs professoras de creche e seis professoras de prÃ-escola. A anÃlise do material coletado evidenciou que as concepÃÃes de formaÃÃo continuada das tÃcnicas de educaÃÃo estÃo relacionadas à atualizaÃÃo e ampliaÃÃo de conhecimentos e as concepÃÃes das professoras ressaltam a necessidade de mudanÃa na prÃtica pedagÃgica. Com relaÃÃo Ãs percepÃÃes dos impactos nas prÃticas pedagÃgicas de professoras, as tÃcnicas de educaÃÃo ressaltam, principalmente, a mudanÃa das concepÃÃes de crianÃa por parte das professoras e estas, por sua vez, ressaltam as oportunidades de trocarem experiÃncias com as colegas de profissÃo e refletirem sobre suas prÃticas atravÃs da relaÃÃo teoria/prÃtica.Research and innovative actions have pointed to the importance of investment in professional development of teachers felt that the democratization of education involves the training of these professionals, and contribute to their recovery and improvements in their working conditions. The focus of this work is related to the ongoing training of teachers for kindergarten, which is necessary as a demarcation that educational policies aimed at teacher training are quite large. For these professionals, discussions about the gaps in initial and continuing education can be considered as specific cases, since what is observed is that training for the teachers who work in groups of children aged zero to five years in many cases do not address the specific issues of education of these children, leading to mistakes in their teaching. The research sought to examine the concepts of continuing education and continuing education of perception experienced in the period 2005 to 2010 a group of professionals made up of technical education and teachers who work in Early Childhood Education of the municipal school of Fortaleza, CearÃ. The theoretical brings the concepts of continuous training of teachers in the general framework, based on the ideas of Antonio NÃvoa (1997, 1999) and Gimeno Sacristan (1995). For the specific case of the continuous training of teachers working in kindergarten, the ideas of Julia Oliveira-Formosinho (2001a, 2009), were taken as theoretical support throughout this study. The approach to work is the qualitative character, and the strategy used the case study. To collect data were semi-structured interviews with seven technical education, three teachers and six nursery pre-school teachers. The analysis of the collected material showed that the concepts of continuous training of technical education are related to upgrading and expansion of knowledge and conceptions of the teachers emphasized the need for change in pedagogical practice. With respect to perceptions of the impact on teaching practices of teachers, education techniques highlighted mainly the changing conceptions of children by the teachers and they, in turn, highlight the opportunities to exchange experiences with colleagues and reflect about their practices through the theory / practice relationship