Formação inicial de professores alfabetizadores em cursos de Pedagogia-licenciatura da região norte do Brasil
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Data
2022-08-05
Autores
Melo, Eliane Pimentel Camillo Barra Nova de
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Universidade Estadual Paulista (Unesp)
Resumo
As pesquisas em relação à Formação do Alfabetizador são de extrema relevância para que se tenham parâmetros de análise dos cursos de graduação e se compreenda a organização dos cursos de Pedagogia-licenciatura no Brasil. Estudos a respeito dos processos de Formação do Alfabetizador são, também, necessários para que sejam conhecidas as análises das alterações promovidas historicamente em decorrência das legislações que incidem no campo. Em vista deste apontamento, tem-se como objetivo nesta pesquisa analisar junto aos currículos formais de alguns cursos de Pedagogia-licenciatura da região Norte do Brasil seu comprometimento com a Formação do Alfabetizador. Após uma pesquisa bibliográfica, identificada como estado da arte em relação à Formação do Alfabetizador, que teve como período de abrangência 2012 a 2018, foi possível identificar duas lacunas: um número pequeno de pesquisas que tinham como tema principal a formação inicial do professor alfabetizador junto aos cursos de Pedagogia e o baixo número de pesquisas em cursos de Pedagogia-licenciatura da região Norte do país. Trata-se de uma pesquisa qualitativa na qual se optou como meio de investigação a pesquisa documental e a análise de conteúdo, complementadas pelo uso do software ATLAS.ti versão 9. Foram selecionados 20 cursos de Pedagogia-licenciatura da região Norte do Brasil e o Projeto Pedagógico de Curso (PPC) foi o principal documento analisado. Como resultados, observou-se que em todos os cursos pesquisados foram encontrados componentes curriculares responsáveis pela Formação do Alfabetizador. Entretanto, estas atividades curriculares compreendem um percentual insuficiente junto à carga horária total destes cursos dada a complexidade e multifacetação do processo de alfabetização. Notou-se ainda que as disciplinas encontradas pouco se utilizaram da palavra alfabetização em suas nomenclaturas, fato que contribuiu com desvios nas discussões desta área do conhecimento junto às ementas e bibliografias dos respectivos componentes curriculares e fragilizou ainda mais a Formação do Alfabetizador. Os dados revelaram ainda a ausência de pesquisadores e consequentemente grupos de estudos, pesquisas e extensão vinculados à alfabetização, fato que pode ter contribuído com a presença desta área apenas nos ementários dos PPCs e não nas discussões propostas nestes documentos. Outra fragilidade verificada foi a concentração do estágio supervisionado nos últimos semestres dos cursos e a pouca articulação teoria e prática mediante parcerias entre as universidades e as escolas de Educação Básica. Destaca-se como positiva a identificação da presença do campo semântico da alfabetização junto às disciplinas, ementas e bibliografias da Educação de Jovens e Adultos (EJA).
Research in relation to Literacy Teacher Training is extremely important to provide parameters for the analysis of undergraduate courses and to understand the organization of Pedagogy-Licentiate courses in Brazil. Studies about the Literacy Teacher Training processes are also necessary so that the analysis of the changes historically promoted as a result of the legislations that affect the field are known. In view of this point, the objective of this research is to analyze, together with the formal curriculum of some Pedagogy-licentiate courses in the North region of Brazil, their commitment to Literacy Teacher Training. After a bibliographic research, identified as the state of the art in relation to Literacy Teacher Training, which covered the period from 2012 to 2018, it was possible to identify two gaps: a small number of researches whose main theme was the initial training of the literacy teacher together with Pedagogy courses and the low number of researches in Pedagogy-licentiate courses in the North region of the country. This is a qualitative research in which documental research and content analysis were chosen as a means of investigation, complemented by the use of the ATLAS.ti version 9 software. Twenty Pedagogy-Licentiate courses from the North region of Brazil were selected and the Course Pedagogical Project (CPP) was the main document analyzed. As a result, it was observed that in all the courses surveyed, curricular components responsible for Literacy Teacher Training were found. However, these curricular activities comprise an insufficient percentage of the total workload of these courses, given the complexity and multifaceted nature of the literacy process. It was also noted that the disciplines found made little use of the word literacy in their nomenclatures, a fact that contributed to deviations in the discussions of this area of knowledge along with the menus and bibliographies of the respective curricular components and further weakened the Literacy Teacher Training. The data also revealed the absence of researchers and, consequently, groups of studies, research and extension linked to literacy, a fact that may have contributed to the presence of this area only in the syllabus of the PPCs and not in the discussions proposed in these documents. Another weakness observed was the concentration of supervised internship in the last semesters of the courses and the little articulation between theory and practice through partnerships between universities and Basic Education schools. The identification of the presence of the semantic field of literacy in the disciplines, menus and bibliographies of Educação de Jovens e Adultos (EJA) stands out as positive.
Research in relation to Literacy Teacher Training is extremely important to provide parameters for the analysis of undergraduate courses and to understand the organization of Pedagogy-Licentiate courses in Brazil. Studies about the Literacy Teacher Training processes are also necessary so that the analysis of the changes historically promoted as a result of the legislations that affect the field are known. In view of this point, the objective of this research is to analyze, together with the formal curriculum of some Pedagogy-licentiate courses in the North region of Brazil, their commitment to Literacy Teacher Training. After a bibliographic research, identified as the state of the art in relation to Literacy Teacher Training, which covered the period from 2012 to 2018, it was possible to identify two gaps: a small number of researches whose main theme was the initial training of the literacy teacher together with Pedagogy courses and the low number of researches in Pedagogy-licentiate courses in the North region of the country. This is a qualitative research in which documental research and content analysis were chosen as a means of investigation, complemented by the use of the ATLAS.ti version 9 software. Twenty Pedagogy-Licentiate courses from the North region of Brazil were selected and the Course Pedagogical Project (CPP) was the main document analyzed. As a result, it was observed that in all the courses surveyed, curricular components responsible for Literacy Teacher Training were found. However, these curricular activities comprise an insufficient percentage of the total workload of these courses, given the complexity and multifaceted nature of the literacy process. It was also noted that the disciplines found made little use of the word literacy in their nomenclatures, a fact that contributed to deviations in the discussions of this area of knowledge along with the menus and bibliographies of the respective curricular components and further weakened the Literacy Teacher Training. The data also revealed the absence of researchers and, consequently, groups of studies, research and extension linked to literacy, a fact that may have contributed to the presence of this area only in the syllabus of the PPCs and not in the discussions proposed in these documents. Another weakness observed was the concentration of supervised internship in the last semesters of the courses and the little articulation between theory and practice through partnerships between universities and Basic Education schools. The identification of the presence of the semantic field of literacy in the disciplines, menus and bibliographies of Educação de Jovens e Adultos (EJA) stands out as positive.
Descrição
Palavras-chave
Alfabetização, Formação do alfabetizador, Pedagogia, Região norte do Brasil, Projeto pedagógico de curso, Literacy, Literacy teacher training, Pedagogy, Northern region of Brazil, Course pedagogical project