Resumen

SANTOS, Julianna Britto; SANTOS, Luiz Anselmo Menezes  y  SILVA, Priscila Soares. Formative pathways in early childhood education: What do teachers tell us?. Rev. Diálogo Educ. [online]. 2023, vol.23, n.76, pp.410-443.  Epub 05-Abr-2023. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.23.076.ds17.

The continuous teacher training is a condition for qualification of teaching for teachers working in early childhood education. Theoretical deepening undertaken in Gatti (2011;2018), Kramer (2005) Zabalza (2007) reaffirms continuing teacher education as the construction of skills for teaching, as well as in the studies of Abuchaim (2018), Campos (2018), Barbosa (2016) present its relevance for the reflection and consolidation of pedagogical practices with early childhood. So, what are the training needs of teachers working in early childhood education? In this perspective, this article excelled in listening to teachers about their training paths in the context of pedagogical work with young children. The objective was to recognize the training needs and difficulties experienced by early childhood education teachers in the municipal network of Aracaju-SE/Brazil. The qualitative and descriptive methodological path, conducting individual interviews with 44 teachers working in preschool, in institutions in Aracaju-SE/Brazil. Among the results, the teachers' feelings of identity stood out, as well as the needs and difficulties encountered by them in their formative trajectory in the face of the specificities of early childhood education. It was evidenced that the fragility or absence of teacher training impacts the teacher's relationship with their professional identity, increases the lack of knowledge of the role and specifics of early childhood education and consolidates deformed actions of pedagogical work in the school environments of young children. Listening to teachers, promoting the reflection of their needs and difficulties of continuing education in the context of early childhood education constitutes a relevant contribution to the movement of qualification of teaching with early childhood.

Palabras clave : Child Education; Continuing teacher training; Formative Paths.

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