O lugar do erro na educação infantil: a construção do conhecimento das professoras

Abstract

The qualitative study here reported focus on the process of knowledge development of Early Education teachers, emphasizing both dimensions of knowing-how-to-do and explaining-why. The study identifies the issue of error as relevant to understand teachers knowledge, since it is a crucial notion of constructivist approaches,which are often taken as theoretical basis of Early Education proposals. The analysis of teachers views and of the processes of developing practical knowledge was carried out on the basis of research on teachers knowledge.Constructivist science education was taken as a main reference to discuss and analyse conceptions of knowledge and error, as well as the function of education in knowledge acquisition. The studies of Piaget, broadened by those of Vygotsky, helped to understand the role of errors in knowledge building. Analysis of Early Education formal curricular proposals (DCNEI, RCNEI), as well as teaching practices, point to different educational models. Empirical data was obtained through a questionnaire and by observation (recorded by video and hand-written notes) of a 10 sessions in-service course where early Education teachers were expected to plan and reflect on their teaching practices with young children. The study is especially relevant for relating early Education to two other research areas, namely, science education and teachers knowledge. Finally, the study confirms that continuing education proposals should aim at providing conditions for reflecting on one s own teaching practices.