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This article presents a research that aimed to analyze, through interviews and observations with the pedagogical coordinators of two early childhood education institutions of the municipal network of the city of São Paulo -- state of São Paulo/Brazil, the interpretations about official curriculum documents of early childhood education and the teacher training actions in context, aiming to conduct pedagogical practices consistently, according to the proposals in official documents, elaborated through discussions about a new approach to this stage of education. In this article, we will focus on the interpretations produced during the training process of early childhood education teachers, which were analyzed from a qualitative perspective, through which we sought to understand relationships, explanations, questioning and considerations undertaken by the coordinators, within the context of training actions. We seek to highlight the activity of construction of meanings and resignifications that is part of the training and that occurs through the performance of the pedagogical coordination, when the prescribed curriculum is appropriated, aiming at its accomplishment in the practice of the curriculum in action and the difficulties that the coordinators find in contextualizing the approach proposed by the central instances. [ABSTRACT FROM AUTHOR]

We intend to characterize what studies developed from 2009 to 2019 say about the theme of "beginning teacher" in Childhood Education in the perspective of identifying the teacher's training needs. Therefore, we mapped thesis and dissertations from postgraduate programs in the area of Education in the State of São Paulo. The theoretical framework involves discussions about teacher training, the beginning of teaching and the training needs arising from pedagogical work in Childhood Education. The methodological path involved extensive bibliographic research, with a "State of the Art" approach, in order to detail the focus of the thesis and dissertations, theoretical references, methodological approaches, main results and conclusions. The experience of locating the production of knowledge in recent years has enabled us to understand that: a) there are few studies that address the topic; b) the difficulties expressed by teachers corroborate data presented by the literature; c) the identity of teachers is influenced by the historical view of "welfare" of Childhood Education; d) the need to create training initiatives in context that suit the specificities of this branch. From the results, we defend the thesis that the professional initiation process needs to be seen as a collective project, which involves initial training, continuing education and the school as the learning space, in which learning should be mediated in a collaborative way. [ABSTRACT FROM AUTHOR]

This article aims to divulge the results of a completed doctor research, that investigated, through ethnographic study, the age relationships between small children (from 3 to 6 years) at a public Early Childhood Education institution in the state of Sao Paulo, Brazil. Expanding the concept of childhood beyond an age scope, within the field of Social Sciences, particularly Anthropology, articulated to the Brazilian and Italian productions in the field of Early Childhood Education, children show to be not just reproducers of determinations according to steps and timelines imposed, but they are also inventors of new ways of being a certain age, questioning the goals of the childhood ages and proposing the construction of an anti-age and inter-age groups pedagogy. [ABSTRACT FROM AUTHOR]