FORMATIVE PATHWAYS PROGRAM AND THE INTEGRATION OF EARLY CHILDHOOD EDUCATORS IN THE MUNICIPAL EDUCATION NETWORK OF CURITIBA

Abstract

The article aims to analyze the actions promoted within the scope of the Formative Pathways Program, aimed at the professional development of early childhood educators entering the Municipal Education Network of Curitiba (Paraná/Brazil) from 2019 to 2021. The Municipal Education Secretariat of Curitiba implements the Formative Pathways Program, providing opportunities for educational professionals to participate in actions that contribute to their professional development. Among these is the Course for Beginning Early Childhood Educators, which is offered to newly hired teachers who undergo specific training prior to their classroom debut. The course covers topics related to professional responsibilities, pedagogical and administrative articulations linked to teaching work, as well as recognition of legislation and cultural expansion. Qualitative in approach, the research is descriptive and based on bibliographic and documentary analysis, revisiting authors who discuss the theme of teacher professional development such as Marcelo (1999), Marcelo and Vaillant (2009; 2012), Tardif (2009), Imbernón (2010), André (2018), among others, as well as documents such as the National Curriculum Guidelines for Early Childhood Education (Brazil, 2010), the National Common Core Curriculum (Brazil, 2018), the Early Childhood Education Curriculum: Dialogues with the BNCC (Curitiba, 2020),
the Formative Pathways Program (Curitiba, 2021), among others. It is considered that the proposition of a specific course aimed at professional development is effective, as beginning teachers have the opportunity to expand: a) their knowledge about the pedagogical proposal of Early Childhood Education; b) the understanding of administrative and organizational aspects of their pedagogical practice; and c) their cultural and personal repertoire.