Teacher training in Early Childhood Education within the National Commitment to Child Literacy: contested meanings of quality
DOI:
https://doi.org/10.14393/REPOD-v14nEspeciala2025-78123Keywords:
Early Childhood Education, Public Policy, Teacher training, Educational quality, National Commitment to Child LiteracyAbstract
This article analyzes the conceptions of quality in Early Childhood Education within the scope of the Reading and Writing in Early Childhood Education Project developed in the state of Mato Grosso do Sul (LEEI/MS), as action of the National Commitment for Literate Children (CNCA). The qualitative research examines formative documents and records of teacher education actions, aiming to understand the disputes that permeate training practices. Inspired by the approaches of Stephen Ball (1994, 2001) and Ernesto Laclau (2006, 2011), quality as an empty signifier in dispute is conceived, and in the contributions of Dahlberg, Moss, and Pence (2019), advocates the situated construction of meanings. The analysis highlights that the LEEI/MS operates as a field of tensions and resignifications. The results indicated that the quality claimed in the formative actions anchored in the valorization of the multiple languages, culture and the experiences of children and teachers, resisting trends towards curricular standardization and the anticipation of literacy.
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