Educational action research as an alternative for the continuing professional development of teachers and the enhancement of institutional environments

Abstract

This article refers to an Educational Research-Action developed with a group of teachers from a public institution of Childhood’s Education, and it focused its evaluation in the interlocution with the pedagogical practices in collective contexts with children from 0 to 3 year’s old. Throughout this investigative proposal, we aimed to understand the relations between the evaluation, the pedagogical practices and the qualification of the contexts of learning for babies and young children, considering the orientations in the legal documents and the educational policy that regulates the work from institutions of Childhood Education in Brazil. Thereby, we intend to evidence the importance of a research from the Educational Research-Action kind as a strategy of target formation in school that intended to act considering changes in the practices and knowledge of the professionals as well as supporting theirs self-organization in the search of their own formation. The process of collecting data and the accompaniment of the situations were realize through the participative observation technique with the registry of the lines and daily observed situations of the institution in a field diary. This instrument enable the reflection concerning the process, allowing to analyze and understand the experienced situations, the lines of the interlocutors and it also make it possible a reflection about the practices, the researched reality and the paths of the investigation its own.