REFLEXÕES SOBRE A PRÁTICA DOCENTE NA EXPERIÊNCIA DAS FORMADORAS MUNICIPAIS DO LEEI SUL

Abstract

This article aims to analyze the training experience of the Reading and Writing in Early Childhood Education Project (LEEI Sul), developed within the scope of the National Commitment to Child Literacy, emphasizing its theoretical-methodological foundations and the effects perceived by Municipal Trainers. The study adopts a qualitative approach based on documentary analysis of the LEEI Sul Training Handbook, records produced by the Regional Coordination, and responses to questionnaires completed by State Trainers, Municipal Trainers, and Early Childhood Education teachers. The data were examined in light of the conceptual foundations of the LEEI Collection and theoretical references concerning teacher education, experience, and reflective practice. The results show that the training, structured in thematic pathways and guided by the principle of process homology, fostered critical reflection on institutional daily practices, expanded theoretical and methodological repertoires, and strengthened the understanding of the child as a cultural subject. Municipal Trainers reported transformations in their pedagogical practices, highlighting the role of dialogue and aesthetics in the training process. Quantitative indicators demonstrate a high level of satisfaction across the three states of the Southern region, revealing the consistency of the proposal and its alignment with the needs of Early Childhood Education teachers.