O Pacto Nacional pela Alfabetização na Idade Certa no município de Barra do Corda (MA): Reflexões sobre a formação docente
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Data
2019-11
Autores
Orientador
Munhoz, Angélica Vier
Banca
Hattge, Morgana Domênica
Horn, Cláudia Inês
Ghisleni, Ana Cristina
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Resumo
O presente trabalho apresenta uma análise do Programa Federal, Pacto Nacional Pela Alfabetização na Idade Certa - PNAIC, no contexto do município de Barra do Corda/MA. Trata-se de uma pesquisa de caráter qualitativo, a partir da seguinte problemática: o processo formativo oriundo do PNAIC tem contribuído para práticas diferenciadas de professores do ciclo de alfabetização? Qual a importância dessa qualificação profissional (PNAIC) para a formação docente? Para tal investigação foram utilizados os seguintes instrumentos: análise documental, observação, entrevistas e Rodas de Conversas. As participantes da investigação foram quatro professoras e uma gestora da escola Unidade Integrada Profa Otávia Bandeira
localizada em Barra do Corda/MA. Os alicerces teóricos que fundamentaram o estudo foram os documentos legais que regulamentam o PNAIC, além de autores que sustentam o próprio Programa, tais como Vygotsky (1989), Ferreiro e Teberosky (1984), Tardif (2012) e Nóvoa (1992), entre outros. Embora o PNAIC seja
fundamentado em quatro eixos - formação continuada de professores; materiais didáticos e pedagógicos; avaliação; gestão, controle social e mobilização – a presente investigação tomou como foco principal o eixo da formação de professores, para os quais os demais se direcionam. Assim, destacam-se no Programa: a ênfase
do trabalho do professor a partir de uma perspectiva reflexiva; as propostas de ensino centradas em um material pedagógico diversificado e lúdico; a importância da heterogeneidade de saberes. Por fim, conclui-se, a partir das falas das professoras participantes, que o PNAIC enquanto Política Pública contribuiu significativamente no que diz respeito a repensar as práticas do professor alfabetizador visto que trouxe em pauta, temáticas pouco exploradas e até mesmo desconhecidas por muitas dessas professoras. Entretanto, também foi possível perceber as fragilidades do Programa, o que decorre do fato de ser um Programa Federal, sujeito às decisões políticas e econômicas.
The following article presents an analysis on the Federal Program, National Pact for the Literacy at the Right Age - PNAIC, in the context of the city of Barra do Corda/MA. It's a qualitative research based on the following problem: has the formative process from the PNAIC contributed to differentiated practices of teachers on the literacy cycle? How important is this professional qualification (PNAIC) for teacher education? For such investigation, the following instruments were used: document analysis, observation, interviews and group conversations. The theoretical foundations underlying the study were the legal documents that regulate the PNAIC, as well as authors who support the Program itself, such as Vygotsky (1989), Ferreiro and Teberosky (1984), Tardif (2012) and Nóvoa (1992), among others. Although PNAIC is based on four axes - the continuing education for teachers; didactic and pedagogical materials; avaliations; management, social control and mobilization - this research focus more on the axis of teacher education, to which the others are directed. Thus, the following stand out in the Program: the emphasis of the teacher's work from a reflective perspective; teaching proposals centered on a diversified and playful pedagogical material; the importance of knowledge heterogeneity. At last, it is concluded from the speeches of the participating teachers that PNAIC as a Public Policy contributed significantly for a rethinking of the practices of the literacy teacher as it brought to the agenda, themes that were not much explored and even unknown by many of these teachers. However, it was also possible to notice the weaknesses of the Program, which stems from the fact that it is a Federal Program, subject to political and economic decisions.
The following article presents an analysis on the Federal Program, National Pact for the Literacy at the Right Age - PNAIC, in the context of the city of Barra do Corda/MA. It's a qualitative research based on the following problem: has the formative process from the PNAIC contributed to differentiated practices of teachers on the literacy cycle? How important is this professional qualification (PNAIC) for teacher education? For such investigation, the following instruments were used: document analysis, observation, interviews and group conversations. The theoretical foundations underlying the study were the legal documents that regulate the PNAIC, as well as authors who support the Program itself, such as Vygotsky (1989), Ferreiro and Teberosky (1984), Tardif (2012) and Nóvoa (1992), among others. Although PNAIC is based on four axes - the continuing education for teachers; didactic and pedagogical materials; avaliations; management, social control and mobilization - this research focus more on the axis of teacher education, to which the others are directed. Thus, the following stand out in the Program: the emphasis of the teacher's work from a reflective perspective; teaching proposals centered on a diversified and playful pedagogical material; the importance of knowledge heterogeneity. At last, it is concluded from the speeches of the participating teachers that PNAIC as a Public Policy contributed significantly for a rethinking of the practices of the literacy teacher as it brought to the agenda, themes that were not much explored and even unknown by many of these teachers. However, it was also possible to notice the weaknesses of the Program, which stems from the fact that it is a Federal Program, subject to political and economic decisions.
Descrição
Palavras-chave
Educação Básica; Alfabetização; Formação de Professores; Basic education; Literacy; Teacher training
Citação
ALMEIDA, Frairon César Gomes. O Pacto Nacional pela Alfabetização na Idade Certa no município de Barra do Corda (MA): Reflexões sobre a formação docente. 2019. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 nov. 2019. Disponível em: http://hdl.handle.net/10737/2881.