TEACHER TRAINING AND INTERDISCIPLINARITY IN EARLY CHILDHOOD EDUCATION: PEDAGOGICAL ASSUMPTIONS IN THE WRITING ACQUISITION PROCESS IN EARLY CHILDHOOD

Abstract

This article is a study of early childhood education teacher training, the role of interdisciplinarity as a pedagogical principle in writing acquisition practices at this stage, and the need for teachers to base their practice on the child's comprehensive development. The data collection uses bibliographic research, analyzing researchers such as Fazenda (2005, 2007, 2008), who study interdisciplinarity; Brandão and Rosa (2023) and Ferreiro (2001), who emphasize written culture; Imbernón (2011) and Pimenta (2012), who explore initial and continuing teacher training, among others. Interdisciplinarity emerges as an important aspect of teacher training and its role as a mediator of child development. However, despite the Curricular Guidelines (2009) and the National Common Curricular Base (2017) emphasizing the comprehensive development of children, educators still struggle to promote meaningful interdisciplinary practices, highlighting the need for ongoing and relevant teacher training.