Formação continuada de professores da infância: como podem as crianças contribuir?

Abstract

This work relates to children's protagonism and continuing teacher training in school. Based on data produced in a narrative research carried out with 20 children from 8 to 10 years of age in two rural schools in Piauí, we affirm the child's capacity to reflect on the school and to narrate their experiences, providing questions for the improvement of the educational environment. We base ourselves on studies by Sarmento (2003, 2011); Momo (2007); Hendrick (2005); Charlot (2002); etc. The research had as objective to investigate the senses that the peasant children produce on the school and the teaching practices and used the focal group as technique of data production. The results reaffirm the potential of children to participate in institutional decisions as social actors. &nbsp