Formação de professores para educação infantil: desafios e perspectivas na contemporaneidade

Abstract

The training of teachers for Early Childhood Education in Brazil is an increasingly relevant field of study, given the fundamental importance of this stage of basic education for the integral development of children. This final undergraduate paper aims to analyze the contemporary challenges and perspectives surrounding both the initial and continuing education of teachers working with children aged zero to five. This study will address the historical transformations and legal frameworks that have shaped Early Childhood Education in Brazil, as well as discuss the current demands for constructing a high-quality, inclusive pedagogical practice aligned with 21st-century educational needs. The research, of a qualitative and exploratory nature, is based on bibliographic review and document analysis. In addition, the potential of continuing education, reflective practice, and the use of technologies as tools for professional development will be explored. It is expected that this study will contribute to the debate on the appreciation of teaching in Early Childhood Education and to the proposal of more effective training policies and practices that promote the full development of children and the construction of equitable and transformative education. The discussion will be deepened based on authors such as Perrenoud (2000), Imbernón (2009), Kishimoto (1999), and Cruz (2010), who offer important contributions on teacher education and early childhood education