Made available in DSpace on 2014-12-17T14:36:04Z (GMT). No. of bitstreams: 1 SoraneideSD.pdf: 2350429 bytes, checksum: 740b810a79f1ed8f9b8efae7f51f059a (MD5) Previous issue date: 2010-06-09 / This study examined the training of teachers in service developed by the Integrated Program for the Development of Early Childhood Education in Rio Grande do Norte - PIDEPE / RN - UFRN, whose central focus of action is the action of the multiplying practice within Natal. The methodology used is a reflection on the training strategies of the practice of early childhood education in order to build a knowledge that can be generalized to other formative experiences of teachers. The instruments used for data collection were the desk research and literature from the perspective of qualitative research. The study focused on the instrument were related to the structure and organization of the stage and the process of action multiplying of the infantile practice. We concluded that the process of training needs to be carefully reviewed. It is necessary to rethink the definition of objectives, criteria and tools for continuous evaluation that they wish to maintain and / or setting up on stage. Look not only for the formative role of education but also indicators of professionalization of teaching. / Este trabalho analisou a forma??o de professoras em servi?o desenvolvidas pelo Programa Integrado para o Desenvolvimento da Educa??o Infantil no Rio Grande do Norte PIDEPE/ RN UFRN, cujo foco central de atua??o ? a a??o multiplicadora da pr?tica infantil no interior potiguar. A metodologia utilizada ? uma reflex?o sobre as estrat?gias formativas da pr?tica de ensino infantil, tendo em vista construir um conhecimento que possa ser generalizado para outras experi?ncias formativas de professoras. Os instrumentos utilizados para coleta de dados foram a pesquisa documental e a pesquisa bibliogr?fica, na perspectiva da investiga??o qualitativa. Os aspectos investigados no instrumento foram referentes ? estrutura e organiza??o do est?gio e ao processo da a??o multiplicadora da pr?tica infantil. Conclu?mos que o processo de est?gio precisa ser cuidadosamente revisto. Torna-se necess?rio repensar a defini??o dos objetivos, crit?rios e instrumentos de avalia??o continuada que se deseja manter e/ou implantar no est?gio. Atentar n?o s? para a fun??o formativa da doc?ncia, mas tamb?m aos indicadores da profissionaliza??o da doc?ncia.