Contribuições para formação de professores da educação infantil na perspectiva da psicologia histórico-cultural de Vygotsky

Abstract

This Critical-Reflective Report is the result of research that aimed to promote continuing education for teachers at the Municipal School of Early Childhood Education Professora Silvia Beatriz Ferreira de Souza Soares Jaguarão/RS from the perspective of Vygotsky's Historical-Cultural Psychology studies, problematizing the importance of talks about children during classes. As a main theoretical line we present the studies of Historical-Cultural Psychology based on the work of Lev Semyonovich Vygotsky. The methodological procedure adopted was action-research, the subjects participating in the research total ten teachers from a municipal school of early childhood education. Participant observation, questionnaire and interview were used as data collection instruments. Data were analyzed using the discursive textual analysis methodology. After the discursive textual analysis, two emerging categories were organized: Teacher training in the Vygotskyan perspective and Aligning theory and possible teaching practices in early childhood education based on Vygotsky's studies. The results point to an understanding of the participants including the theory presented, the importance of continuing education. It is evaluated that the objective of the research was reached, because, in the formative meetings, the participants indicated the understanding of the theory, as well as the reflection of the teaching practice and suggestions for possible teaching practices.