Leitura e escrita na creche: diálogos a partir de uma ação de formação continuada

Abstract

This dissertation was developed within the scope of the Graduate Program in Education at the Federal University of Juiz de Fora (UFJF), more specifically in the Languages, Cultures, and Knowledges track. It aims to understand how daycare teachers signify their reading and writing training. To this end, it seeks to (i) discuss daycare teacher training as a responsive and responsible act; (ii) understand how different subjects are responsive to their role as daycare teacher trainers; (iii) and compare the perspectives of different participants in the Reading and Writing in Early Childhood Education course on what it means teacher trainers to work with reading and writing in daycare. The research is based, theoretically and methodologically, on the Bakhtinian philosophy of language (Bakhtin, 2011, 2017; Voloshinov, 2021), in which the existence of subjects is constituted as a succession of responsive acts. Therefore, continuing teacher training is also understood as a means of producing these acts, in the interactions that occur between subjects. The statements analyzed in this dissertation were produced through focus groups with technicians from the Juiz de Fora Department of Education and with pedagogical coordinators working in the same network and who participated as trainers in the Reading and Writing in Early Childhood Education (LEEI, in Portuguese) course, in its 2023 edition, in the city of Juiz de Fora. Thus, these dialogic events with the trainers can broaden understanding of the training of daycare professionals based on the statements produced by the subjects from their unique place of existence. In the analyses undertaken within the scope of this dissertation, the statements produced by the department technicians were compared with those produced by the pedagogical coordinators, with the aim of understanding, based on this dialogue, the meanings that the trainers attribute to the training of daycare teachers for working with reading and writing with babies and young children, and to their own role as mediators of this training process, considering the concrete conditions in which they teach.