Contribuições da formação continuada de professores alfabetizadores no contexto do Pacto Nacional pela Idade Certa – PNAIC

Abstract

To seek the ongoing formation of the teacher in the contemporary world is to reflect how this became a necessary condition for the quality of Education, since even the speeches of the public power reaffirm this fact. The troubling question in this study was: what are the contributions to the professional development of literacy teachers in the context of National Pact for Literacy in the Right Age (PNAIC) continuing education? The objective of the research was to investigate the conceptions of continuing education in the context of the PNAIC, identifying if this training brought contributions to the professional development of the teachers of the literacy cycle of the municipality of Major Izidoro / AL. As a specific objective, the study identified the contributions of training to the professional development of literacy teachers. The study participants were teachers from the 1st, 2nd and 3rd year classes of the municipal network that experienced the process of PNAIC formation between the years of 2013 and 2016. This training had as its axes the area of language (2013 and 2014), the mathematics (2014), curriculum and the interdisciplinarity of the initial years of Elementary Education (2015 and 2016). To answer the objectives of this study, it was necessary to conduct questionnaires and interviews with the purpose of investigating the contributions of the training to the literacy teacher, identifying what contributions he attributes to his professional development. Thus, the approach that allowed an approximation with the object of study is the qualitative research. In order to deal with the research problem, documents that guided training, such as the regulations and training books related to the PNAIC, were analyzed, as well as research instruments such as questionnaires and semi-structured interviews. The questionnaires and the interviews were carried out with teachers from the literacy cycle of the municipal education network of Major Izidoro. The theoretical framework of this study dealt with: professional development / continuous training, based, among others, on authors such as Saviani (2009), Imbernón (2002) and Marcelo (2009), André (2015) and Gatti (2008); literacy and literacy, based on Soares (1998), Mortatti (2008 and 2013), Kleiman (1995; 2005), Morais (2012) and Leal and Morais (2010). The findings of the study show that the continued formation of the PNAIC contributed to the professional development of literacy teachers. The recidivist elements of the research indicate contributions mainly in relation to the planning of classes for the classes of literacy, clarifying on what learning the children should have at the end of each year of the cycle. In addition, the findings demonstrate the broadening of the study of theories and the view of literacy problems by teachers, making it clear what difficulties the child faces in understanding the alphabetic writing system. The training also contributed to the pedagogical make of the teachers, who started to plan considering elements of the organization of the pedagogical work and the insertion of numerous activities, such as reading delight and games in the classroom routine. Finally, the training contributed to the professional development, in the aspect of continuing education, of the literacy teachers of the municipal education network of Major Izidoro / AL.