FORMAÇÃO INICIAL DE PROFESSORES: um estudo da Licenciatura Plena Parcelada em Letras da Universidade Estadual de Goiás

Abstract

This dissertation makes an analysis of the impact of the formation of Portuguese Language teachers, graduates of the Full Modular Licentiate (LLP) in Letters at Goiás State University (UEG), on teaching practice in basic education. It consists of a qualitative research, along the lines of a case study, associated to life stories and content analysis. A documental analysis of the Pedagogical Policy Project of the LLP at the UEG Letters Course was undertaken and, in parallel, the professional practice of two female teachers of Contract II - 2001/2004, with more than twenty years of teaching experience, was observed in order to analyze the organization of the Course and identify the professional profile of these two teachers. In order to discuss the context of public policies in which this Program for Workers in Education arose, certain documents of the Ministry for Education and the National Council for Education (MEC/CNE) are used as a basis, as well as studies by theoreticians who take a critical stand such as, Azevedo (1997); Bianchetti (1997); Torres (1998); Faleiro and Toschi (2001); Pino (2003); Brzezinski (2003); Saviani (2006). Nóvoa (1995); Veiga (1996); Catani et al (2001); Bussmann and Abbud (2002); Chauí (2003) and Brzezinski, Carneiro and Brito (2005) are quoted as a basis for the discussion on the Goiás State University and the LLP Program. The Contract II (2001-2004) Letters Course is analyzed starting from the project itself and supported by formulations from Alarcão (1996); Garcia (1999); Tardif (2000); Libâneo (2002); and Brzezinski, Carneiro and Brito (2004). The results show that while the Contract II LPP/UEG Letters Course, on the one hand, contributed to lay teachers obtaining their desired professional qualification demanded by law, but on the other, its impact on the professional practice of these teachers was regarded as timid in basic education.