OS DESAFIOS DESDE A FORMAÇÃO INICIAL DE PROFESSORES ATÉ A ATUAÇÃO NA EDUCAÇÃO INFANTIL NO SÉCULO 21: BREVE REVISÃO

Abstract

In an increasingly complex society, the educator is challenged to develop new skills to practice teaching and better respond to the current demands of society. In this context, there is evidence that the role of teacher training in the knowledge society must lead to significant changes, which require action for the social, cultural and technological context in teaching propositions. Therefore, the question is: what are the challenges faced by teachers from their initial training to their work in early childhood education and what is essential in the curricular matrix of this training so that future teachers can deal with the demands of the profession? Therefore, this article is based on questions about teacher training in the care of early childhood education in contemporary schools. It seeks to contribute to the discussions about the possibilities of theoretical bases to be understood and adopted and to point out some challenges encountered in the teaching practice, alerting to the need for training courses to contemplate all themes that favor the qualification of teachers. The methodological procedure adopted follows the qualitative approach of a bibliographic nature. The main indication was that the teacher training courses contemplate the knowledge and knowledge, the skills and attitudes that enable the future educator to analyze and reflect on their practice, to create strategies to deal with the situations that arise in their work and to value the need for constant updating. In this study, meaningful learning was identified as something essential in the praxis of the early childhood educator.