Processos de formação e autoformação de professores(as) formadores(as) da Educação Infantil na SEMED/Manaus: vivências à luz da perspectiva histórico-cultural

Abstract

The thesis entitled “Training and self-training processes for teacher education in early Childhood Education at SEMED / Manaus: experiences in the light of the historicalcultural perspective”, inserted in the Educator Education and Training Line Facing the Amazon Challenges of The Graduate Program in Education at the Federal University of Amazonas is concerned with understanding the contributions of a proposal for continuing education to the training and self-training processes and building the identity of the teachers who form the Collaboration Network Team / Pole Continuing Education for Beginners. Child Education, where they work in the Division of Professional Development of Teaching (DDPM), from SEMED / Manaus, because it constitutes the researcher’s concerns and locus of work. The research takes the Historical-Cultural Theory as a conceptual and methodological basis, based on the objectives: to recognize who is the teacher of the Collaborative Network Team of Continuing Education / Polo - Child Education, of DDPM / SEMED/Manaus; identify and analyze how the teacher formative and selfformative process occurs and how this process affects the construction of his/her identity; understand how teacher educators recognize themselves in the course of the profession and indicate possibilities of paths that can contribute to the training and self-training processes of teacher educators. Throughout 2018, we held thirteen research meetings with training and six individual conversations with seven teacher educators, subjects of the research. The data produced were recorded in a research notebook, photographs and audio recordings, focusing especially on the oral and written texts enunciated in the meetings with and among the subjects. The analysis of the empirical data used the genetic-causal method developed by Vygotski, allowing us to realize that the continuing education processes of the teacher educator can collaborate for the awareness of being teacher educator, his/her training and self-training, provided that, in the centrality of these processes, there are the relationships that are based on your person and your professionalism. For that, they must use, in an intentional and systematic way, a reflexive and dialogic action as mediating elements that, through abstractions and generalizations, can constitute an activity that mobilizes new conceptual constructions.