Teaching Processes: Training for Teachers of Early Childhood Education (ECE) – ECE in a Brazilian Municipality

• In Event: Critical and Contemporary Perspectives in Cultural Historical Research

Abstract

National Common Curricular Base (BNCC) is now being experienced in Brazilian schools. Objective: This research aims to comprehend how, in a municipal ECE system, curricular transformations are occurring. Theoretical / Methodological framework are based on Subjectivity Theory in a Cultural-Historical Perspective, articulated to Qualitative Epistemology and the constructive-interpretative principle. Evidence: A training course is the research’s context, so far, instruments are dialogic conversations and written productions. Substantiated conclusion: Exigences from COVID-19 have overshadowed impacts of the new curriculum. The group of teachers produced contradictory sentiments mixed in social subjectivity about how to be a remote ECE teacher. Scientific significance: The singularity to comprehend complex transformative contexts where teachers are protagonists of their experiences built socially, in cultural live conditions.

Authors

• Cristina Massot Madeira-Coelho, Universidade de Brasilia

• Carolina Velho, Universidade de Brasília

• Luciana Oliveira Lemes, Instituto de Psicologia/Universidade de Brasília

• Rhaisa Pael Farias