O Pacto Nacional pela Alfabetização na Idade Certa: resultados da experiência realizada em Campinas
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Data
2016-09-09
Autores
Boscolo, Eliana Aparecida Barbosa [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Nesse estudo, busca-se compreender o resultado do Programa Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), desenvolvido no município de Campinas, São Paulo. O objetivo foi verificar de quais práticas pedagógicas os docentes participantes desse Programa fizeram uso com seus alunos em sala de aula, que provinham dessa formação continuada. Trata-se de uma pesquisa de abordagem quanti-qualitativa, cujos instrumentos de coleta foram: questionário com perguntas fechadas e abertas e entrevista semiestruturada, tendo na narrativa, segundo Benjamin (1987), a forma de responder as questões abertas e as entrevistas. Os sujeitos em questão são onze docentes alfabetizadoras oriundas de diferentes escolas que compõem a rede de ensino do município de Campinas. O tratamento dos dados foi inspirado na técnica de Análise de Conteúdo segundo Bardin (1977,2011). O fundamento teórico veio do entrecruzamento de diferentes autores que formulam reflexões sobre sociedade, escola, formação de professores e Programas de formação continuada, tendo como referenciais Chauí (2001), Sevcenko (2001), Saviani (1994, 2009, 2015), Nóvoa (1997), Perrenoud (1997), Nogueira e Catani (2013) e Charlot (2013), além de autores que estudaram alguns programas realizados em nível federal e/ou estadual, como o Profa, o Pró-letramento, o Letra e Vida e o “Ler e escrever”. Os resultados apontam que a maioria dos professores-sujeitos já conheciam práticas pedagógicas socializadas no PNAIC, uma vez que estas também haviam sido conteúdo dos programas de formação continuada que as precederam, do qual ou dos quais tais professoras tinham participado. Porém, foi através do PNAIC que essas professoras compreenderam melhor tais práticas já que realizavam reflexões teóricas diretamente relacionadas às atividades práticas pedagógicas que a teoria fundamentava. Além disso, aplicavam na sala de aula tais atividades e apresentavam os resultados ao grupo de formação, com mediação dos orientadores de estudos do grupo. Essa dinâmica teoria/prática permitiu a adesão e a incorporação de novos elementos didáticos na organização do trabalho pedagógico que realizam com seus alunos, o que, segundo elas próprias, ocasionou uma melhora significativa no processo de alfabetização que desenvolviam. Vale frisar que todos os sujeitos em questão reconhecem a importância da formação continuada.
In this study, we seek to understand the result of the Program Pacto Nacional pela Alfabetização na Idade Certa - PNAIC (National Pact for Literacy at Right Age - NPLRA), developed in the city of Campinas, São Paulo. The goal was to determine which teaching methods the teachers participating in this program made use in their classroom with their students, who derived from this continuing education. This is a quantitative and qualitative research. The instruments for collecting data were: a questionnaire with open and closed-ended questions and semi-structured interview, and through the narrative, according to Benjamin (1987) the way to answer opened questions and interviews. The participants were 11 literacy teachers teachers from different schools that are part of the school system in the city of Campinas. Data processing was inspired by the content analysis technique according to Bardin (1977, 2011). The theoretical foundation came from the interweaving of different authors who formulate reflections on society, school, teacher training and continuing education programs. Having as reference Chauí (2001), Sevcenko (2001), Saviani (1994, 2009, 2015), Nóvoa (1997), Perrenoud (1997), Nogueira and Catani (2013) and Charlot (2013), in addition to authors who have studied some programs implemented at the federal and/or state level, as Profa (Professor), Pró-Letramento (Pro-Literacy), Letra e Vida (Letter and Life) and Ler e Escrever (Read and Write). The results show that most of participants already knew pedagogical practices socialized in PNAIC (NPLRA) because they had also been the content of continuing education programs that preceded it, which such teachers had participated. But it was in and through PNAIC (NPLRA) they could understood better these practices because they performed theoretical reflections directly related to practice/educational activities that theory grounded. They also apply such activities in the classroom and presented the results to the training group, with the mediation of the guiding group studies. This dynamic theory/practice allowed adhesion and incorporation of new didactic elements in the organization of educational work they do with their students, which had a significant improvement in the literacy process that they developed, according to themselves. It is worth mentioning that all participants recognize the importance of continuing education.
In this study, we seek to understand the result of the Program Pacto Nacional pela Alfabetização na Idade Certa - PNAIC (National Pact for Literacy at Right Age - NPLRA), developed in the city of Campinas, São Paulo. The goal was to determine which teaching methods the teachers participating in this program made use in their classroom with their students, who derived from this continuing education. This is a quantitative and qualitative research. The instruments for collecting data were: a questionnaire with open and closed-ended questions and semi-structured interview, and through the narrative, according to Benjamin (1987) the way to answer opened questions and interviews. The participants were 11 literacy teachers teachers from different schools that are part of the school system in the city of Campinas. Data processing was inspired by the content analysis technique according to Bardin (1977, 2011). The theoretical foundation came from the interweaving of different authors who formulate reflections on society, school, teacher training and continuing education programs. Having as reference Chauí (2001), Sevcenko (2001), Saviani (1994, 2009, 2015), Nóvoa (1997), Perrenoud (1997), Nogueira and Catani (2013) and Charlot (2013), in addition to authors who have studied some programs implemented at the federal and/or state level, as Profa (Professor), Pró-Letramento (Pro-Literacy), Letra e Vida (Letter and Life) and Ler e Escrever (Read and Write). The results show that most of participants already knew pedagogical practices socialized in PNAIC (NPLRA) because they had also been the content of continuing education programs that preceded it, which such teachers had participated. But it was in and through PNAIC (NPLRA) they could understood better these practices because they performed theoretical reflections directly related to practice/educational activities that theory grounded. They also apply such activities in the classroom and presented the results to the training group, with the mediation of the guiding group studies. This dynamic theory/practice allowed adhesion and incorporation of new didactic elements in the organization of educational work they do with their students, which had a significant improvement in the literacy process that they developed, according to themselves. It is worth mentioning that all participants recognize the importance of continuing education.
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Palavras-chave
PNAIC/Campinas-SP, Formação continuada, Alfabetização, PNAIC/Campinas-SP, Continuing education, Políticas Públicas, Literacy, Public policy