Formação de professores para o ensino na educação infantil: implicações da teoria histórico-cultural e da pedagogia histórico-crítica

Abstract

The purpose of this article is to highlight the importance of teacher education in Early Childhood Education, an aspect that contributes significantly to human learning and development. After the observations and interventions were carried out in a group of Lato Sensu Postgraduate in Pedagogical Work in Early Childhood Education, in the discipline titled: Childhood and learning, of the State University of Londrina (UEL), during the internship in Teaching Teaching Superior, linked to the Graduate Program: Master in Education-UEL, in the year 2018, emerged the need to investigate how teachers see the issue of training for action in Basic Education. In order to answer this question, bibliographical surveys were anchored in historical- dialectical materialism, in addition to the application of a questionnaire to the professors of the aforementioned Post-graduation. The results show that teachers believe that continuing education is one of the paths that exist in the joint process between work and education, in which it is sought, to break with the tax alienation of the current capitalist society aiming at the development of those involved in the teaching process.