FORMAÇÃO CONTINUADA DE PROFESSORAS DE EDUCAÇÃO INFANTIL EM CURITIBA: UMA ANÁLISE SOBRE AS SEMANAS DE ESTUDOS PEDAGÓGICOS DA REDE MUNICIPAL NO PERÍODO DE 2012 A 2022

The continuous training of teachers working in Municipal Centers for Early Childhood Education (CMEI) in Curitiba/PR takes place throughout the school year through courses, seminars, and events. In this article, we are interested in reflecting on the continuous training carried out during the Pedagogical Study Weeks (SEP). The SEP takes place annually in early childhood education units, and training demands can be requested by the institutions based on the reality experienced by the unit or follow the theme proposed by the Municipal Department of Education, defined in annual Pedagogical Notebooks. In this study, we analyze the SEP training from 2012 to 2022, aiming to investigate the themes of continuous training and their interaction with pedagogical practices and the quality of this stage. The qualitative approach methodology was chosen for the study, based on the survey and analysis of the themes in the period. The results show that the SEP training demands predominantly focus on disciplinary areas and developmental psychology in the first four-year period. Play/playfulness remains a demand in both four-year periods, but we could not identify the specifics of these themes as the training titles are generic. Even so, we consider the presence of play/playfulness as a formative interest important. We are concerned about the absence of training demands on the DCNEI (2009), childhood sociology, social markers of difference, and children’s cultures, mainly because there is an alignment of SME proposals with the BNCC (Brazil, 2017).