Freinet and the continuing education of early childhood teachers: Building new perspectives and practices

Abstract

This article aims to portray (narrate) the experience of training early childhood education teachers in the preschool system of Assis, SP, from the perspective of Freinetian pedagogy. All early childhood education teachers in the municipality participated in the training during study hours (H.E.) as part of their ongoing professional development. The training emphasized a humanizing, dialogical approach that prioritizes attentive listening and observation, centering the child in the learning process. As a result, many teachers have demonstrated changes in their practices, incorporating techniques learned during the course. Additionally, they have been restructuring previously proposed activities to enhance children's agency and active participation in their learning process.