Resumo

MIZUKAMI, Maria da Graça Nicoletti; SILVA, Marcia Tostes Costa da  e  ANDRADE, Maria de Fátima Ramos de. INVESTIGATIVE COMMUNITY AND PROFESSIONAL DEVELOPMENT OF TEACHERS. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2023, vol.32, n.71, pp.39-58.  Epub 22-Abr-2024. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p39-58.

The aim of this article is to analyze how Early Childhood Education teachers from an investigative community in the public school system translate the National Common Curricular Base for Early Childhood Education (BNCC, Portuguese abbreviation) into pedagogical practices. It is a descriptive-analytical qualitative research. The research instruments used were: semi-structured interview, observation, and document analysis. The study involved two teachers and one principal from the municipal public network of Early Childhood Education in Barueri - SP. An investigative community is understood as contexts in which teachers construct knowledge about their own practices, engaging in dialogue with theories. The data highlight the importance of knowledge-building processes for teaching, with special emphasis on the role of each participant in the construction of pedagogical content knowledge that materializes the BNCC. The research indicates the significance of ongoing professional development at the workplace.

Palavras-chave : investigative community; teacher learning; professional development of teachers.

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