O PNAIC e as práticas de alfabetização: influxos das ações de formação continuada no aprimoramento profissional de professores alfabetizadores

Abstract

This master's dissertation, linked to the Research Theories of Education and Pedagogical Processes Research Line, of the Graduate Program in Education of the Pontifical Catholic University of Goiás / Teacher and Humanities Training School, presents a study about the NLPRA and the practices of literacy and the influences of continuing education actions on the professional improvement of literacy teachers. Its starting point is that the Program includes as one of its objectives the continued training of teachers with a view to improving the literacy process of children up to eight years old, in the subjects of Portuguese and Mathematics. The research is qualitative and exploratory, having as procedures the documentary research and the field research and, as instruments of data collection, the observation and the interview. It was held in three municipal public schools in a municipality in the interior of the state of Goiás, in the classroom of the 3rd year of elementary school, in the Portuguese subject, for a period of four weeks. This study had as theoretical contributions the Cultural Historical Theory formulated by Vygotsky and followers, the research on literacy in Brazil (MORTATTI, 2000, 2004, 2006, 2009; SOARES, 2016, 2017; FRADE, 2007), among others, and studies about the NLPRA. The analysis of the data indicates that, although NLPRA has as one of its explicit objectives the continued formation of literacy teachers, the influence on the improvement of literacy practices, resulting from its orientation did not fully correspond to the Program guidelines. The analysis of the data indicates that the didactic-pedagogical proposals were limited to the use of less innovative materials, despite the fact that NLPRA has as one of its explicit objectives the continuing education of literacy teachers. However, in the research municipality, the teachers understood that the purpose of the Program was to present methodologies that would significantly influence the improvement of literacy practices, resulting from the guidelines. However, it was also found that even though not fully following the NLPRA guidelines, observed teachers demonstrated literacy practices that had little implication in student learning. This study contributed to the analysis of what was applied by the Program, considering that literacy cannot happen dissociated from literacy