Physical education in early childhood education in the postgraduate scenario: writing practices in the context of continuing education with teachers

The process of continuing teacher training is a recurring theme in educational research, however, in recent decades there has been an increase in postgraduate productions focused on the scenario of Physical Education in Early Childhood Education. It is identified that the teachers' writing practices are not evidenced, nor their authorship. Thus, the objective is to analyze the academic production on writing practices in continuing education with Physical Education teachers in Early Childhood Education. This is a bibliographical research, of the state of knowledge type, which mobilized as a source of data the works available in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel, without time cut. The results were organized into three categories: 1) Continuing education in the first stage of Basic Education; 2) The writing processes used in continuing education; and 3) The contexts of Physical Education in Early Childhood Education: the localized curriculum and its curricular dynamics. It is concluded that continuing education is a recurring theme, however, the desired cut of teaching writing practices in the context of Early Childhood Education has little representation in the research found in the area of Physical Education. It was found that there is an appreciation of the daily instrument of class, as well as the use of the teaching record of pedagogical practices to subsidize the processes of continuing education, however, this scriptural work of teachers does not break with school walls, characterizing them as consumers rather than knowledge producers.