Formação de educadores bilíngues para atuar na educação infantil: uma reflexão

Abstract

The presente paper aims at assessing the training of pedagogical professionals to work in early childhood education in private bilingual (Portuguese / English) schools in Fortaleza - CE. To achieve our objective, the works of Harmers and Blanc (2000) for understanding bilingual education, by Fávaro (2009), which bases the questions about bilingual education for children and Ostetto (2008) on teacher training, were used as theoretical support. In early childhood education. Six teachers participated in this research, and they are professors from Specialized Studies departments, Fundamentals of Education, and Theory and Practice of Teaching. The data shows that the teachers already know the bilingual educator's training, but it is still a project out of FACED's reality. Federal guidelines are necessary, such as state-level, to enter into a discussion about which path to follow, whether in initial, continuing, or in-service training. In this sense, we can conclude that the bilingual educator's training needs to follow paths closer to the demands, not only mercantile but also academic.