Resumo

MEDEIROS, Marinalva Veras  e  ABREU, Waldir Ferreira de. CURRICULAR APPROACHES FOR INITIAL TRAINING: WAYS OF BEING AND BECOMING AN EARLY EARLY EDUCATION TEACHER. Revista LES [online]. 2024, vol.28, n.58, 5405.  Epub 28-Mar-2025. ISSN 2526-8449.  https://doi.org/10.26694/rles.v28i58.5405.

The article is an excerpt from a Doctorate in Education research that discusses play in the Curriculum of the Pedagogy Course at the Caxias-UEMA Campus and its possible implications for the training of Early Childhood Education teachers, based on Historical-Dialetic Materialism . It is part of the theoretical-methodological framework of qualitative, bibliographic and documentary research. It is based on theorists such as Martins (2010), Freitas (2002) André (2009), Teles (2018), Freire (2015), Saviani (2008), Vygotsky (2001, 2003), among others, and on official documents that historically guide teacher training, with emphasis on LDBEN/1996, PNE/2014 and the National Curricular Guidelines for the Training of Basic Education Teachers at Higher Education level, established based on CNE/CP Opinion No. 9, of May 8, 2001 and CNE/CP Resolution No. 1, of 18 February 2002. The study allowed us to understand some curricular approaches that impact the initial training of teachers, their ways of being and doing things in the teaching profession, and more specifically, the need for early childhood education teacher training based on omnilaterality.

Palavras-chave : curriculum; teacher training; Child education.

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