Formação em contexto: um estudo de caso no âmbito da pedagogia da infância

Abstract

Esta investigação procura elucidar o processo que foi levado a cabo de desenvolvimento profissional de um grupo de educadores de infância inserido no desenvolvimento organizacional do contexto de trabalho, tendo em vista a finalidade de promover a qualidade da educação das crianças. Este processo complexo, que articula o desenvolvimento e as aprendizagens das crianças com o desenvolvimento profissional e organizacional dos contextos de acção, baseia-se no apoio sustentado dos profissionais e dos contextos, através de processos colaborativos em que a formação em contexto tem um papel primordial. A formação em contexto é centrada nas realidades de actuação e baseia-se no envolvimento dos profissionais nos processos de melhoria e mudança das suas práticas. Assim, este trabalho mostra como um grupo de educadoras e outras personagens relevantes da instituição em estudo, de modo sustentado e colaborativo, identificaram necessidades, elaboraram e participaram num percurso de formação que conduziu à melhoria e mudança das suas práticas e como isso foi evidente para a promoção da educação de qualidade das crianças. Como apoio ao desenvolvimento profissional e organizacional foi relevante o contributo de abordagens e perspectivas diversas, mas congruentes entre si, da pedagogia da infância e a utilização de instrumentos de avaliação e desenvolvimento da qualidade. Neste quadro, a investigação possibilitou identificar a pedagogia da infância como elemento central a ser considerado na formação em contexto dos educadores de infância experientes, bem como, de alunas de formação inicial em circunstância de supervisão da prática pedagógica. A investigação possibilitou, ainda, identificar a pedagogia da infância como elemento de sustentabilidade dos processos de mudança. A pesquisa, também, permitiu confirmar a importância da utilização de instrumentos de avaliação e desenvolvimento da qualidade como ponto de partida, monitorização e chegada das mudanças e da transformação das práticas. This investigation tries to clarify the professional development process wich a group of preschool teachers, who were in an organizational development work context, tried to promote a quality education for children. This complex procedure, wich articulates children’s development and learning skills with professional and organizational development, is based upon the professionals’ support and their contexts, thrue collabotative procedures in wich a context based training has a leading role. Contextualized formation is focuse in performance realities and based upon professionals’ participation in improving and changing procedures of their pratices. So, this essay shows how a group of preschool teachers and other relevant intervenients in the analysed institution, in a supported and cooperative way, have identified the needs, elaborated and participated in a formation course wich led to improvement, changing their practices and showing how it was relevant for promoting a quality education for children. As a support to professional and organizational development, it was relevant the contribution of diversified but congruent approaches and perspectives related to childhood pedagogy and the handling of valuation and quality development instruments. In this scenario, investigation made possible to identify childhood pedagogy as main criteria to be considered in contextualized formation to experienced preschool teachers, such as to students having begginer formation under supervised pedagogic practice. Investigation also made possible to identify childhood pedagogy has a supporting pointer to changing processes. Research also allowed to confirm the importance of using quality development and valuation instruments to monitorize practices changes and transformations.

This investigation tries to clarify the professional development process wich a group of preschool teachers, who were in an organizational development work context, tried to promote a quality education for children. This complex procedure, wich articulates children’s development and learning skills with professional and organizational development, is based upon the professionals’ support and their contexts, thrue collabotative procedures in wich a context based training has a leading role. Contextualized formation is focuse in performance realities and based upon professionals’ participation in improving and changing procedures of their pratices. So, this essay shows how a group of preschool teachers and other relevant intervenients in the analysed institution, in a supported and cooperative way, have identified the needs, elaborated and participated in a formation course wich led to improvement, changing their practices and showing how it was relevant for promoting a quality education for children. As a support to professional and organizational development, it was relevant the contribution of diversified but congruent approaches and perspectives related to childhood pedagogy and the handling of valuation and quality development instruments. In this scenario, investigation made possible to identify childhood pedagogy as main criteria to be considered in contextualized formation to experienced preschool teachers, such as to students having begginer formation under supervised pedagogic practice. Investigation also made possible to identify childhood pedagogy has a supporting pointer to changing processes. Research also allowed to confirm the importance of using quality development and valuation instruments to monitorize practices changes and transformations.