2011-03-232011-03-232005-09-28SILVA, Adriano Sales dos Santos. Formação continuada de professoras de infância no Baixo Tocantins: concepções de criança [infância] e interdisciplinaridade. Orientador: Tadeu Oliver Gonçalves. 2005. 121 f. Dissertação (Mestrado em Educação em Ciências e Matemáticas) - Universidade Federal do Pará, Núcleo Pedagógico de Apoio ao Desenvolvimento Científico, Belém, 2005. Disponível em: http://www.repositorio.ufpa.br/jspui/handle/2011/1757. Acesso em:.http://www.repositorio.ufpa.br/jspui/handle/2011/1757The continuous formation processes of teachers of childhood have been winning importance in the ambit of the education politics in Brazil in the first years of the century XXI. Its main goal has been provide a level of quality for the teachers' performance that take care and educate the children smaller than 7 (seven) years old. To face the historical deficit in the plan of access and quality, some government initiatives have been introduced to the academic community intending an integration attempt in net. After all, any action that intends to be reliable for the quality of teachers' formation in national level demands the participation of universities. In that sense, partnership among federal, state and municipal governments with universities has been trying to build consistent experiences, based in the modality of the education to the distance. In this work, I discuss the teachers’ conceptions about child, childhood and interdisciplinary teaching in paraense area of Low Tocantins starting from the performance of the Program EDUCIMAT: Formation, Technology and Services in Education in Sciences and Mathematics that intends to form tutors teachers that will be able to mediate other teachers' continuous formation in the context of the municipal district. For that, we built the data of the research using questionnaire, interviews and written registrations detaching the teachers' reflections on their memories, conceptions and practices. The goal is to point out the importance of the continuous formation for conceptual transition lived by the teachers in formation. We verified that the dialogue between the theoretical foundations and teachers' educational experiences makes possible rethink their own conceptions and, consequently, their pedagogical practices.Acesso AbertoFormação de professoresRegião do Baixo-Tocantins - PACriançasEnsino fundamentalEducação e EstadoPará - EstadoAmazônia brasileiraDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO PERMANENTE