More Equitable Teaching-Learning Processes in Early Childhood: The Role of Teacher Training

• In Event: AERA Poster Session 6
  In Poster Session: Teaching-Learning in Relationship (San Diego)

Abstract

Due to the SARS-CoV-2 pandemic educators must face the unpredictable. Our objective is to analyze a continuing teacher education process as an element that can favor more equitable processes in ECE. The Theoretical / Methodological framework is based on Subjectivity Theory in a Cultural-Historical Perspective, articulated to Qualitative Epistemology. Evidence: emerged from interconnected moments: a) social dynamics of the Municipal ECE; b) the teachers, and their social representations; c) on teachers’ case study. Conclusion: central to the ECE context, social practices constitute a set of experiences that bind challenges of collective life to individual processes. Significance: formative experiences can contribute to changes in practices oriented to an education that can break away from homogenized education models and favor more equitable processes.

Author

• Cristina Massot Madeira-Coelho, Universidade de Brasilia