Formação de professores para educação infantil: associando pedagogia histórico-crítica e a teoria histórico-cultural na prática transformadora

Abstract

The main theme of this work is the training of teachers for early childhood education: an analysis of the history of Early Childhood Education in Brazil, and the contributions of historical-critical pedagogy and historical-cultural theory. Early childhood education is understood and defended by many authors as the basis for the child's integral development, therefore, the training of teachers for early childhood education should not be limited to a simple mechanized learning of sterile accumulation of techniques, but rather to lead to a critical and reflective understanding of the social educational methods in which these professionals are inserted. The sources used were chosen based on the criteria of relevance to my topic. The following authors were selected to write the work: Arruda and Barros (2020, 2021), Volpin (2022), Paschoal and Machado (2012). The work was developed through bibliographical research according to the theme carried out, the research presents discussions on the teaching of pedagogical work and the dimensions of culture and freedom independence. The training of teachers for early childhood education in historical-critical pedagogy and historical-cultural theory is a necessary topic for the construction of critical and transformative pedagogical practices for their academic training. Throughout the research, the history of early childhood education in Brazil was analyzed, and analyzing advances that could contribute to promoting the child's recognition by the constitution, as an active subject and inserted in society.