FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO INFANTIL EM NÍVEL LATO SENSU: PENSAR O PROCESSO FORMATIVO NA PERSPECTIVA HISTÓRICO-CRÍTICA

The text aims to reflect on the training process experienced by Early Childhood Education teachers in a lato sensu postgraduate course, highlighting its implications for pedagogical activity with children. The specialization course in Early Childhood Education and Child Development is based on formative actions aimed at creating possibilities for teachers from the perspective of human formation. The course is part of the teacher training policy for Early Childhood Education and is supported by the Common National Base for Basic Education Teacher Training (BNCFP), the National Curriculum Guidelines for Early Childhood Education (DCNEF) and the Common National Curriculum Base (BNCC). Our analysis is based on Historical-Cultural Psychology and Historical-Critical Pedagogy, both grounded in the epistemology of Historical-Dialectical Materialism. The reflection developed here highlights the concern to guarantee the humanization of teachers in a training process that continues to be guided by liberal educational policies. The results indicate that the learning developed through the course has relevant implications for teachers' pedagogical activity. However, there is a pressing need to ensure that teacher training for Early Childhood Education is an ongoing public policy and that the public authorities provide the objective conditions necessary for this learning to reverberate in consistent practices, so that teachers and children experience humanization, in other words, develop towards the human race.