Possibilities and challenges for the continuing education of early years educators: a literature review
The research presented here aimed to investigate theoretical and methodological elements that contribute to the construction of educational processes of educators working in the early years of elementary school. It is based on the understanding that science teaching in the early years faces some cha...
| Main Authors: | , |
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| Format: | Article |
| Language: | Portuguese |
| Published: |
Universidade Tecnológica Federal do Paraná
2019-12-01
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| Series: | ACTIO: Docência em Ciências |
| Subjects: | |
| Online Access: | https://periodicos.utfpr.edu.br/actio/article/view/10537 |
| _version_ | 1818317385197682688 |
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| author | Sabrina Gonçalves Marques Cristiane Muenchen |
| author_facet | Sabrina Gonçalves Marques Cristiane Muenchen |
| author_sort | Sabrina Gonçalves Marques |
| collection | DOAJ |
| description | The research presented here aimed to investigate theoretical and methodological elements that contribute to the construction of educational processes of educators working in the early years of elementary school. It is based on the understanding that science teaching in the early years faces some challenges and that the offer of permanent education, based on the references of the Freire-STS articulation, is an alternative to the overcome these. Thus, an investigation was made in the minutes of the last five editions of ENPEC and SNEF seeking to identify research that dealt with training processes developed with teachers of the early years of elementary school. Sixteen works were selected from the keywords "Science Technology Society" "Paulo Freire" and "Scientific Literacy", which were analyzed according to the Discursive Textual Analysis. The results indicate some possibilities for building formative processes, divided into theoretical and methodological elements and also some challenges that need to be faced by the formators. The results obtained can contribute to the construction of training processes that seek to overcome the challenges encountered in science education in the early years. However, a perspective of permanent formation is defended with a view to overcoming challenges that involve profound changes in the conceptions and pedagogical practice of educators. |
| first_indexed | 2024-12-13T09:36:29Z |
| format | Article |
| id | doaj.art-c986d23474c2462f940d807a2587ea34 |
| institution | Directory Open Access Journal |
| issn | 2525-8923 |
| language | Portuguese |
| last_indexed | 2024-12-13T09:36:29Z |
| publishDate | 2019-12-01 |
| publisher | Universidade Tecnológica Federal do Paraná |
| record_format | Article |
| series | ACTIO: Docência em Ciências |
| spelling | doaj.art-c986d23474c2462f940d807a2587ea342022-12-21T23:52:20ZporUniversidade Tecnológica Federal do ParanáACTIO: Docência em Ciências2525-89232019-12-014341142910.3895/actio.v4n3.105375283Possibilities and challenges for the continuing education of early years educators: a literature reviewSabrina Gonçalves Marques0Cristiane Muenchen1Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul.Universidade Federal de Santa Maria, Santa Maria, Rio Grande do Sul.The research presented here aimed to investigate theoretical and methodological elements that contribute to the construction of educational processes of educators working in the early years of elementary school. It is based on the understanding that science teaching in the early years faces some challenges and that the offer of permanent education, based on the references of the Freire-STS articulation, is an alternative to the overcome these. Thus, an investigation was made in the minutes of the last five editions of ENPEC and SNEF seeking to identify research that dealt with training processes developed with teachers of the early years of elementary school. Sixteen works were selected from the keywords "Science Technology Society" "Paulo Freire" and "Scientific Literacy", which were analyzed according to the Discursive Textual Analysis. The results indicate some possibilities for building formative processes, divided into theoretical and methodological elements and also some challenges that need to be faced by the formators. The results obtained can contribute to the construction of training processes that seek to overcome the challenges encountered in science education in the early years. However, a perspective of permanent formation is defended with a view to overcoming challenges that involve profound changes in the conceptions and pedagogical practice of educators.https://periodicos.utfpr.edu.br/actio/article/view/10537formação permanenteanos iniciaisarticulação freire-cts |
| spellingShingle | Sabrina Gonçalves Marques Cristiane Muenchen Possibilities and challenges for the continuing education of early years educators: a literature review ACTIO: Docência em Ciências formação permanente anos iniciais articulação freire-cts |
| title | Possibilities and challenges for the continuing education of early years educators: a literature review |
| title_full | Possibilities and challenges for the continuing education of early years educators: a literature review |
| title_fullStr | Possibilities and challenges for the continuing education of early years educators: a literature review |
| title_full_unstemmed | Possibilities and challenges for the continuing education of early years educators: a literature review |
| title_short | Possibilities and challenges for the continuing education of early years educators: a literature review |
| title_sort | possibilities and challenges for the continuing education of early years educators a literature review |
| topic | formação permanente anos iniciais articulação freire-cts |
| url | https://periodicos.utfpr.edu.br/actio/article/view/10537 |
| work_keys_str_mv | AT sabrinagoncalvesmarques possibilitiesandchallengesforthecontinuingeducationofearlyyearseducatorsaliteraturereview AT cristianemuenchen possibilitiesandchallengesforthecontinuingeducationofearlyyearseducatorsaliteraturereview |