Infância, leitura e escrita: uma proposta de formação de professoras

Abstract

The continuing education program “Reading and Writing in Early Childhood Education (LEEI)” aims to train teachers of Early Childhood Education and the first year of Elementary School to develop educational practices aligned with the right of children to participate in writing cultures. The didactic material relates theoretical-scientific knowledge with artistic-cultural manifestations and with the pedagogical routine, thus integrating science, art and life. Concepts such as culture, childhood, language, interaction, teaching, reading, writing, literature are approached in the relationship between theory and practice, form and content. The didactic material of this formation understands the children as socially and historically situated subjects, who are constituted in the relations with the culture and with the language. Organized to meet the impositions of physical distancing resulting from the Covid-19 pandemic, the training is carried out in the distance modality, with a total workload of 150 hours. It is developed through asynchronous activities on the Moodle platform; and synchronous meetings, divided into workshops, literary gatherings and study meetings. While the workshops address children's literature, working on quality criteria and bibliodiversity, the literary gatherings provide the opportunity for teachers to read and talk about literary texts intended for an adult audience. The studies, in turn, are organized around debates based on the readings and activities carried out during each module. These are unique moments for the strengthening of bonds between the participants, their identification as women, readers and reflective professionals. Training is, therefore, an aesthetic, intellectual and pragmaticexperience, overcoming the idea of professional development focused exclusively on the logic of technical rationality. The conceptual study makes it possible for educational practices to be revisited in the critical exercise of conceptions, in the light of the principles that guide Early Childhood Education. In the first edition, 277 teachers from 39 schools in four municipalities were covered. The evaluations carried out by the course participants indicated the quality of the materials, the tutors' mediations and the impact of the course on their teaching action with the children as very good.