Formations des enseignantes de l'éducation préscolaire dans le cadre de l'Engagement National pour l'Enfant Alphabétisé : sens de la qualité en débat
DOI :
https://doi.org/10.14393/REPOD-v14nEspeciala2025-78123Mots-clés :
éducation préscolaire, politiques publiques, formation des enseignants, qualité éducative, Engagement National pour l'Enfant AlphabétiséRésumé
Cet article analyse les significations de la qualité dans l'éducation de la petite enfance dans le cadre du projet de lecture et d'écriture dans l'éducation de la petite enfance développé dans l'État du Mato Grosso do Sul (LEEI/MS), en tant qu'action de l'Engagement national pour les enfants alphabétisés (CNCA). La recherche, de nature qualitative, examine les documents de formation et les registres des actions de formation des enseignants, cherchant à comprendre les conflits qui imprègnent les pratiques de formation. Inspirée par les approches de Stephen Ball (1994, 2001) et d’Ernesto Laclau (2006, 2011), la qualité est conçue comme un signifiant vide en litige, et dans les contributions de Dahlberg, Moss et Pence (2019), la construction située des significations est défendue. L’analyse montre que le LEEI/MS constitue un champ de tensions et de resignifications. Les résultats indiquent que la qualité exigée dans les actions de formation est ancrée dans l’appréciation des multiples langues, cultures et expériences des enfants et des enseignants, résistant aux tendances de standardisation des programmes et d’anticipation de l’alphabétisation.
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© Juliana Diniz Gutierres Borges, Liziana Arâmbula Teixeira 2025
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
