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Revista Diálogo Educacional

versão impressa ISSN 1518-3483versão On-line ISSN 1981-416X


PEROZA, Marilúcia Antônia de Resende  e  MARTINS, Pura Lúcia Oliver. The training of teachers for early childhood education at the threshold of the twenty years of the National Education Guidelines and Bases Law 9.394/96. Rev. Diálogo Educ. [online]. 2016, vol.16, n.50, pp.809-829. ISSN 1981-416X.

The need to consolidate teacher training in line with the demands of the contemporary world has mobilized many researchers and educators to seek for an approximation between teacher training and the transformation of pedagogical practice. The twenty-year threshold for the promulgation of the National Education Guidelines and Basis Law (LDBEN/96) is an important moment to reassess the changes provided by this law, as well as to highlight the challenges imposed by the current context. The present article intends to address the initial training of teachers of early childhood education, whose changes, promoted by LDBEN/96, and outlined new perspectives for the Pedagogy course and new identity for the Institutions that serve the child. It was discussed the formative process developed in the Pedagogy course as a first step in the construction of the teacher's professionality to act with the first childhood, based on the specifics of this educational stage. This is an exploratory study, with the purpose of gathering information about the subject for further study (SEVERINO, 2007), whose analysis takes as its epistemological axis the theory as an expression of the subjects' practice in the educational process (MARTINS, 2006). This paper argues for the necessary relationship between theory and practice in teacher training in initial training, based on studies by Garcia (1999), Machado (2000), Cerisara (2002), Kishimoto (2004), Saviani, Gatti and Barreto (2009), Gomes (2009), Sarmento (2013), among others. The study concludes that there are specificities within the scope of the educational practice with the children that still need to be considered in the initial teacher training proposals.

Palavras-chave : Teacher Training; Child Education; Pedagogical Practice.

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