Contribuições da Abordagem Pikler para a formação e prática docente na primeiríssima infância (0 a 3 anos)

Abstract

The research sought to investigate the teacher training process aimed at very early childhood (0-3 years), for this purpose, its general objective was: to understand how the Pikler Approach was introduced in Brazil and its contributions to the training and practice of schoolteachers in the very early childhood. The main theoretical references used to weave a dialogue network in this research were Appel & David (2021), Falk (2011, 2016), and Tardos (2016). The methodological path of this study was based on the qualitative approach (Lüdke & André, 2020). The study created a dialogue between Piklerian pillars and official regulatory and legislative documents, such as the Marco Legal da Primeira Infância (Brasil, 2021), and used the "Rodas de Conversas" (Warschauer, 1993) as data collection procedures with a total of six teachers who inspire their practices in the Pikler Approach, and who work in public and private schools; and documentary analysis, based on a survey of the curriculum of pedagogy courses that deal with content for very early childhood. The research reveals that there is a gap in the early childhood teacher training process and points out that public and private schools have a fundamental role in the continued training of teachers of babies and very young children and their families, considering in this process, dialogue, reflection and dissemination of the Pikler Approach with the local reality, with the aim of contributing to the quality and development of teaching training and practice in early childhood