Banca de QUALIFICAÇÃO: SICRUNE BOHN

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SICRUNE BOHN
DATE: 14/04/2023
TIME: 09:00
LOCAL: Miniauditório da Biblioteca - Bloco F - Campus Camboriú
TITLE:

The Politicizing Dimension of Continuing Education in Early Childhood Education Institutions: A Dialogue from the State of Knowledge

KEY WORDS:

Early Childhood Education. Continuing Education. Politicized formation.

PAGES: 60
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present scientific research paper entitled "The Politicizing Dimension of Continuing Education in Early Childhood Education Institutions: A Dialogue from the State of Knowledge" is a bibliographic and documentary research, mostly qualitative. It is the result of an analysis from the perspective of dialectical historical materialism, supported by Marx and Engels (2014), Netto (2011), Tonet (2018) and Gramsci (1978, 1980 and 1982). The methodological anchorage for the realization of the bibliographic review that concerns the realization of the State of Knowledge - material basis of the research - is supported in Morosini et al (2021). The time frame that is contemplated in the search for theses and dissertations from the Capes Database, comprises the period from 2015 to 2021. It constitutes the general objective of the research: To discuss the politicizing dimension of continuing education in early childhood education institutions from the State of Knowledge. And as specific: Propose a profile of a framework for teacher training in early childhood education institutions from scientific production; raise questions relevant to the educational conception planned for Brazil as the periphery of the capitalist system; and to investigate continuing training in early childhood education institutions from the perspective of national legislation. The research is justified and based on the small number of productions that investigate the emancipatory and mobilizing perspective of continuing formations within institutions in the context of early childhood education, as well as the still timid discussion about the role of the many regulatory policies of teacher education in the face of the legal discontinuity of these processes. The main theoretical references with which the research dialogues to address the themes that constitute the objectives of the research are: Canan (2016), Laval (2004), Neves (2005, 2008), Shiroma, Moraes and Evangelist (2011), Tommasi, Warde and Haddad (2009), Evangelista and Seki (2017), Evangelista and Shiroma (2007), Freitas (2002), Shiroma (2018), Shiroma and Evangelista (2015), Campos (2011, 2013, 2021), Rosemberg (2013), Kramer (2005, 2006, 2008). The analysis of the results of this research process, they mainly show that the discourses produced by international organizations such as the World Bank for education, are based on the constitution of the awareness of early childhood education teachers, often by mechanisms of conformation that are not curriculum policies for early childhood education, often interfering, interpretation of them.

COMMITTEE MEMBERS:
Externo à Instituição - ADILSON DE ÂNGELO
Interna - 1431375 - ROSELI NAZARIO
Presidente - 1757038 - SONIA REGINA DE SOUZA FERNANDES