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Abstract(s)
O estudo assenta numa gramática pedagógica participativa, a Pedagogia-em-Participação, e centra-se na formação em contexto como modelo de reformulação da prática profissional dos educadores de infância.
Situado num paradigma qualitativo e fenomenológico-interpretativo, o estudo analisa as narrativas autobiográficas de três educadores de infância que participaram na formação em contexto, e viabiliza a análise e interpretação de uma realidade complexa, com vista à sua compreensão (Amado, 2014).
Pretende-se contribuir para a construção do conhecimento práxico sobre a formação em contexto, no âmbito do desenvolvimento profissional de educadores de infância, e aumentar a compreensão do impacto da formação na reformulação da prática/práxis pedagógica, juntando-se ao número reduzido de estudos sobre o tema (Oliveira-Formosinho & Araújo, 2013b).
O estudo apresenta-se com consentimento voluntário dos inquiridos e na garantia da privacidade e da confidencialidade dos educadores que participaram e da informação recolhida.
Ao escutar as vozes dos profissionais, compreendemos que a formação em contexto apoia a práxis pedagógica dos profissionais, quebra o ciclo de vida da pedagogia transmissiva e contribui para a construção de contextos educativos democráticos e respeitadores da criança.
The study stands on a participatory pedagogical grammar, Pedagogy-in-Participation, and it centers in the contextual professional learning as a model to reformulate the professional practice of early childhood educators. Positioned in qualitative and phenomenological-interpretative pardigms, the study analyzes the autobiographical narratives of three educators that have participated in contextual professional learning, and enables the analysis and interpretation of a complex reality, seeking its understanding (Amado, 2014). It aims to contribute to the construction of praxical knowledge about contextual professional learning, in the framework of the professional developmen of the early childhood educators, and increase the understanding of its impact in the reformulation of the pedagogical practice/praxis, joining in to the low number of studies in the field (Oliveira-Formosinho & Araújo, 2013b). The study is presented with the voluntary consent of the respondents and in the guarantee of the educator’s privacy and confidenciality that have participated and of the information that was collected. While listening to the voices of the professional, we understand that contextual professional learning supports the pedagogical praxis of the educators, breaks the life cycle of the transmissive pedagogy and contributs to the constrution of democratic educational contexts and respectful of the child.
The study stands on a participatory pedagogical grammar, Pedagogy-in-Participation, and it centers in the contextual professional learning as a model to reformulate the professional practice of early childhood educators. Positioned in qualitative and phenomenological-interpretative pardigms, the study analyzes the autobiographical narratives of three educators that have participated in contextual professional learning, and enables the analysis and interpretation of a complex reality, seeking its understanding (Amado, 2014). It aims to contribute to the construction of praxical knowledge about contextual professional learning, in the framework of the professional developmen of the early childhood educators, and increase the understanding of its impact in the reformulation of the pedagogical practice/praxis, joining in to the low number of studies in the field (Oliveira-Formosinho & Araújo, 2013b). The study is presented with the voluntary consent of the respondents and in the guarantee of the educator’s privacy and confidenciality that have participated and of the information that was collected. While listening to the voices of the professional, we understand that contextual professional learning supports the pedagogical praxis of the educators, breaks the life cycle of the transmissive pedagogy and contributs to the constrution of democratic educational contexts and respectful of the child.
Description
Keywords
Formação em contexto Pedagogia-em-participação Desenvolvimento profissional Narrativas autobiográficas Contextual professional learning Pedagogy-in-participation Professional development Autobiographical narratives