Política Educacional e Formação Continuada dos Professores da Educação Infantil de Fortaleza:

dilemas, percursos e perspectivas

Abstract

The educational policy fits into the type of majority policy, in which the government has the responsibility and competence to offer all Brazilians basic education, with access, permanence and quality, and is part of the constitutional rights of the Brazilian citizen in Article 5 of the Constitution Federal of 1988. Public education has its own legislation, which determines its guidelines, functions and its functioning: LDB n.º 9.394/1996, together with the PNE, Law n.º 13.005/2014, which establishes goals, strategies and actions for Brazilian education for a determined period of a decade (BRASIL, 1988; 1996; 2014). Teacher education is a public policy that seeks to respond to the qualification of public education and to overcome the challenges that permeate school contexts, a fact that compromises student learning, in addition to promoting professional appreciation for the teacher. The article expresses the correspondence of the objectives established in the Continuing Education Program for Early Childhood Education Teachers, carried out by the municipal public network of Fortaleza from 2017 to 2018, with results obtained according to the narratives of the researched subjects. The 2017 continuing education program aimed to re-elaborate the pedagogical proposal of all municipal public institutions in Fortaleza. In 2018, the objective elected to strengthen the early childhood education curriculum, with project pedagogy, to promote the learning rights of children established in the BNCC (BRASIL, 2017). The study used as a source of research the documents of national, state and municipal legislation that bring together the educational policy and the narratives of the researched subjects. The research was conducted in schools and CEI of the Education Coordination of District 3 of Fortaleza, from September to November 2020. The target audience was composed of teachers, pedagogical coordinators and trainer-technicians working in the early childhood education stage, preschool segment. The researched literature used data from the following documents: LDB (BRASIL, 1996), DCNEI
(BRASIL, 2009a), PNE (BRASIL, 2014), BNCC (BRASIL, 2017), DCRC (CEARÁ, 2019) and the Curriculum Proposal of the City Hall of Fortaleza (FORTALEZA, 2016). At the end of the research, it was possible to conclude, according to the subjects' narratives, that in 2017 all school units were able to re-elaborate their pedagogical proposals, with the objective fully achieved. In 2018, whose objective was to reframe the teacher's pedagogical practice and enhance the curriculum of early childhood education with the "pedagogy of projects and experiences that promote children's learning rights", it was not possible to achieve full success, due to the factors that involve the conceptions and knowledge in the scope of the early childhood education curriculum.