Resumo

ONOFRE, Márcia Regina; TOMAZZETTI, Cleonice Maria  e  MARTINS, Andressa. Preschool teacher’s formation process and the perceptions concerning their docent identity. R. Educ. Públ. [online]. 2017, vol.26, n.63, pp.729-751. ISSN 2238-2097.  https://doi.org/10.5965/01045962v26n632017729.

This article presents a research which object was analyze the reflexes of an Extension Project directed to the formation process as construction and re-signification of identities of the preschool teachers in a Municipal Education Unit in São Paulo State’s interior. From a qualitative approach, this research was realized through a questionnaire with the teachers who participated in 2013 and 2014 the project. The results of the research reveal the potential of collaborative training, its reflexes in the work of the teachers, enabling the expansion of knowledge about work and recognizing them as producers of knowledge, reflecting on practice and career.

Palavras-chave : Children’s Education; Teacher’s Formation; Teaching Identity.

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