SELF-CARE AND THE STUDENT TRAINING PROCESS IN THE EARLY CHILDHOOD TEACHER CARING PROJECT

Abstract

This experience report aims to present and discuss the training process involving students in the dynamics of self-care, with a focus directed to the accompaniment of teachers of Early Childhood Education, of the municipal network of Petrolina-PE, within the scope of the Project Caring for the Master of Early Childhood. The students are part of five undergraduate courses of the Federal University of São Francisco Valley (Univasf) and worked as trainees in this project. The students are part of five undergraduate courses of the Federal University of São Francisco Valley (Univasf) and worked as trainees in this project. As a theoretical basis, authors such as Boff (2014), Heidegger (2005) and Gadamer (2002), belonging to a phenomenological perspective, were articulated with the question of care and training. Before going to the area of activity, the students participated in ten formative meetings and then developed activities related to self-care with Early Childhood teachers. The results point out that such formative spaces, interrelating theory and practice, still experienced in initial formation, led students to think creatively about how to care, listen and better intervene in the various spaces of society.