Abstract
This article investigates the experience of the Curso Normal Superior (Higher Normal Course) of the Instituto Superior de Educação Pró-Saber, located in Rio de Janeiro. The objective was to analyze a proposal for early childhood teachers’ training which is based on Paulo Freire’s democratic conception of education and has as guiding principles the in-service and cultural training. This is a case study, which used observation, interview and questionnaire as methodological tools and sought the support of authors who develop studies in the area. The data showed that a training that prioritizes the process of authorship, the collective construction of knowledge and the opportunity to access different cultural expressions in a reflective perspective contributes to teachers to take ownership of their own practice and to feel safer, valued and committed to education as a broader political project.
Keywords
early childhood education; teacher training; Pró-Saber; democratic conception of education
