A coordenação pedagógica geral I da rede municipal de educação de Belo Horizonte frente às demandas de formação continuada em serviço de professores da Educação Infantil

Abstract

This dissertation has as its object the work of the General Pedagogical Coordinator I (CPGI) in Early Childhood Education (EI) of the Municipal Education Network of Belo Horizonte (RME-BH), in relation to the development of continued in-service training actions with teachers in the school. Among the various responsibilities of the General Pedagogical Coordinator I, there is in-service training, which has assumed an important role in the pedagogical actions carried out in school institutions. It was proposed to understand how coordinators develop these actions and also the challenges and possibilities faced by CPG I when developing them. As a theoretical contribution, we use the historical context of Early Childhood Education in Brazil and in Belo Horizonte, the professionalization of teaching in Early Childhood Education and pedagogical coordination in this process. We also address teacher professional development and continuing education, presenting social, historical and political aspects that guide initial and continuing training, as well as the concepts and models of continuing in-service training. We adopted a qualitative approach and carried out an empirical research with a total of 141 (CAPE) General Pedagogical Coordinators I existing at RME-BH during the period of this investigation, obtaining 87 respondents. From the results found, the majority had, during the period of investigation, 16 to 20 years of experience in teaching and 5 to 10 years of experience in RME-BH, it was possible to verify that the CPGs I participating in the research understand the importance of training continued in service, discussing and promoting reflections about their practices. Time presented itself as a challenge for CPGs I to organize continuing education actions in the context of school dynamics. We consider that even in the face of the challenges experienced in schools, coordinators strive to develop ongoing in-service training actions with teachers, seeking to improve pedagogical practices. We emphasize that municipal public policies are necessary to ensure that training takes place appropriately ensuring the purpose of them providing teaching professional development.