FORMAÇÃO DE PROFESSORES: PERSPECTIVAS NO DESAFIO DA ASSOCIAÇÃO TEORIA E PRÁTICA NO CONTEXTO DE EDUCAÇÃO INFANTIL

Abstract

This study - developed in the Education Line, Educational Policy Institutions, of the Stricto Sensu Graduate Program in Education, Faculty of Inhumas (FACMAIS) under the guidance of maester teacher Marcelo Máximo da Purificação – talked about the relationship between theory and practice in the initial training of teachers for Early Childhood Education. This paper presents a study on the initial training of teachers for early childhood education at the State University of Goiás (UEG). The objective of the study is to investigate how teacher training is constituted in the pedagogy course at UEG - Inhumas, in order to learn early childhood education as perspectives and challenges associated with theory and practice, which revolve around early childhood education learning. For which, several theorists have contributed, among them: Kramer (2009), Kuhlmann Júnior (2009; 2014; 2015a; 2015b); Saviani (2009), Brzezinski (1996; 2007; 2014), Cury (2016). This is a bibliographic and documental research, which includes the Pedagogical Project UEG Course (PPC) of Pedagogy – Inhumas Campus, in addition to other pedagogical didactic documents. For content analysis, the methodology of discourse analysis was used, based on Bardin (2011) and Franco (2018). Among the research results, skills to make the importance of theoretical and practical knowledge in order to build knowledge and skills. Theory contributes to the process by offering a possibility of transformation. Practice is like a moment in which knowledge related to theories of education is mobilized, based on the understanding that teaching is part of its own social reality. It can be seen from the UEG documents - In a trend towards the relationship with theory and practice, highlighting the equipment on offer to students in theoretical environments and experience between practices in the school environment. The pedagogy course is the first step in the training of future teachers, and from the journey, a new path to the teaching universe begins, requiring continuous training, so that the teacher can be constantly in reflection about his pedagogical practice.