(Re)significação do saber e do fazer-se professor na Educação Infantil a partir da autoformação docente.

Abstract

The main objective of this study was to analyze the self-training of early childhood education teachers through educational, social, and cultural dimensions, focusing on formative experiences constructed in the everyday context of teaching practices. Additionally, it aimed to develop a technical-technological product in the form of a Study Guide for the Self-Training of Early Childhood Education Teachers, based on the research findings, in order to contribute to emancipatory and reflective formative processes directed at teaching practice. The research followed a qualitative approach, with an interpretive nature, and was characterized as field research, based on Minayo (2010), André (1995), Triviños (2009), and Gil (2008). Semi-structured interviews were conducted with nine teachers from Unidade de Educação Básica (UEB) Cecília Meireles, in São Luís – MA. Data analysis was carried out using the content analysis technique, as proposed by Bardin (2016), enabling the identification of thematic categories based on the teachers' experiences. The results showed that self-training is configured as a plural, continuous, and situated process, nourished by experience, critical reflection, and interpersonal relationships within the school context. Grounded in authors such as Josso (2007), Loss and Caetano (2017), Loss (2021), Demo (2002), Ferreira (2013), Nóvoa (1999), Pineau (2006), and Freire (2019), among others who address the theme of self-training, the research reaffirms the importance of recognizing the teacher as an active subject in her own formative journey. The participants demonstrated that they rely on daily practices, peer exchanges, and experiential knowledge as legitimate sources of learning. As an outcome of the research, the Study Guide for the Self-Training of Early Childhood Education Teachers was developed, bringing together texts, formative proposals, multimedia resources, and spaces for self-reflection, structured around the teachers’ narratives and aimed at promoting meaningful and emancipatory practices. It is concluded that self-training processes, when recognized, valued, and encouraged, strengthen professional identity, promote the re-signification of pedagogical practice,and contribute to building a more humanized, critical, and socially committed early childhood education.