Trajetórias de lutas por reconhecimento na formação continuada de professores da infância

Abstract

The research is linked to the Line of Research Teacher training, teaching, educational processes and practices of the Graduate Program in Education (Line 4) of the Federal University of Pelotas, under the guidance of Prof. Dr. Maiane Liana Hatschbach Ourique. Its main objective is to understand and analyze the indicators of the presence and absence of teacher recognition among early childhood teachers, understanding the struggles for recognition and how the images of teaching have repercussions in continuing education spaces. It is guided by the following problem: What images of teacher recognition are reflected in the continuing education of early childhood teachers? It takes a reconstructive hermeneutic approach, seeking mainly to understand reflection. In today's context, stereotyped images still resonate about teaching, sustained especially by devices that assist and reify the subjectivities of teachers. Therefore, the aim of this research is to understand how the images of teaching have repercussions in these training spaces, in order to perceive the marks of recognition and forgetting of recognition in the trajectories of teachers, as well as the implications of these traces for self-realization. We therefore seek to analyze two continuing education courses related to Childhood, which took place during the pandemic period. Continuing training cannot be reduced to the immediate application of techniques and methods, but must contribute to more reflective work, enabling the emancipation of subjects through dialog, listening and respect for subjectivity. Experiences of recognition provide the conditions for positive self-realization, and when recognition does not occur, teachers feel threatened, with a loss of self-esteem and an absence of self-realization. We need to resist the barbarities present in discussions related to teaching in order to recognize the subject-teacher as a whole and not be attracted to training that does not support reflection and emancipation. This resistance to barbarism will only be possible through participation, a holistic and sensitive understanding of training that welcomes and recognizes subjects through dialog and listening.