A contribuição da formação do PNAIC para a prática de professores alfabetizadores do município de Rio Claro-SP
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Data
2018-08-16
Autores
Lucca, Tatiana Andrade Fernandes de
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho apresenta uma pesquisa que teve como objetivo investigar as contribuições do PNAIC (Pacto Nacional pela Alfabetização na Idade Certa) para prática docente de professores alfabetizadores que participaram do programa no ano de 2013. O PNAIC consiste em um programa do Governo Federal criado em 2012 que tem como principal objetivo garantir o direito de que as crianças estejam alfabetizadas até o 3º ano do Ensino Fundamental. Desse modo, o objetivo geral da pesquisa consiste em investigar as contribuições da formação do PNAIC para a prática de professores alfabetizadores; como objetivos específicos, pretendeu-se conhecer a proposta de formação do PNAIC; compreender como se deu a implementação do PNAIC no município de Rio Claro-SP; descrever as contribuições e mudanças possibilitadas pelo PNAIC para a prática dos participantes e investigar como os professores compreendem o uso dos recursos lúdicos no período inicial da alfabetização. Assim, discutem-se os contextos da educação brasileira que propiciaram a criação do programa, por parte do Governo Federal. Também se discute as concepções de formação continuada e alfabetização do PNAIC, compreendendo a relevância destes temas na proposta formativa. Foi realizado um levantamento documental sobre o PNAIC e um estudo bibliográfico de pesquisas já realizadas sobre o tema. Para melhor compreender a dinâmica da implementação do programa no município de Rio Claro-SP, realizou-se entrevistas semiestruturadas com dez professoras alfabetizadoras que participaram do curso do PNAIC no ano de 2013, quando o tema de estudo foi a aprendizagem no âmbito da linguagem. Os dados foram analisados com base na análise de conteúdo. Como resultados, observou-se que as professoras avaliam o curso como positivo, reconhecendo as contribuições do programa para sua prática, como por exemplo, a troca de experiências com os pares; a mudança na seleção dos conteúdos, na organização e planejamento das aulas e a valorização da formação docente através do pagamento das bolsas. No entanto, a contribuição mais citada foi estabelecimento dos Direitos de Aprendizagem e o seu apoio para a organização do planejamento e avaliação do professor. A figura do orientador de estudos, responsável pela formação dos professores alfabetizadores, é também citada tanto como um elemento negativo como positivo, pois algumas participantes relatam que a formação poderia ser melhor se este profissional explorasse mais o material e soubesse motivar o grupo; já outras professoras afirmam que a formação foi positiva devido ao trabalho realizado pelo orientador. Sobre as limitações, criticam a escassez do tempo para estudo e as discussões de alguns temas sem o aprofundamento necessário para sua melhor compreensão. Acerca do lúdico, verificou-se que as professoras o compreendem na perspectiva de sua contribuição para a aprendizagem e na sua associação ao prazer e ao divertimento, entendimento que está em consonância com o material de formação do PNAIC. Ainda, as participantes avaliam os recursos lúdicos do programa como positivos e contributivos para seu trabalho e para a aprendizagem dos alunos. Assim, observou-se que as participantes compreendem a formação como um momento importante para sua carreira, no entanto, apontam para a necessidade de que tais espaços sejam abertos à discussão de suas práticas e de suas necessidades profissionais.
This paper presents a research that had the goal of investigating PNAIC contributions (PNAIC stands for National Pact of Literacy in the Right Age) for teaching practice of literacy teacher who participated in the program in the year of 2013. The PNAIC, which is a Federal Government’s program created in 2012 has the main goal to guarantee the right that children are literate by the third year of Elementary School. Therefore, the general aim of this research is to investigate PNAIC’s contributions to teaching practice of literacy teachers; as specific aims, it was intended to know the training proposal of PNAIC, understand how was its introduction in the city of Rio Claro –SP; describe changes and contributions enabled by PNAIC to the practice of the participants and investigate how teachers understand the use of playful resources in the initial period of literacy. Accordingly, the contexts of Brazilian education that provided the creation of the program by the Federal Government are discussed. It is also discussed the conceptions of continuous training and literacy of PNAIC, understanding the relevance of these themes in the formative offering. A documental survey was carried out about PNAIC and a bibliographical study of the researches already existing on the theme. In order to better understand the dynamic of the program’s introduction in the city of Rio Claro-SP, semi-structured interviews were conducted with then literacy teachers who participated in a PNAIC course in the year of 2013, when the theme of the study was learning in the language scope. The data was analyzed according to content analysis. As a result, it was seen that teachers evaluate the course as positive, acknowledging its contributions for their practice, as for instance, the experience exchanged with their peers; the change on content selection, in the organization and lesson planning and in the appreciation of the teaching training through their grant. However, the most quoted contribution was the establishment of Learning Rights and their support for the organization of teacher planning and evaluation. The figure of the study tutor, responsible for the training of literacy teachers, is also quoted as both a negative and a positive element, since some participants report that training could be better if this professional explored the material more and knew how to motivate the group; other teachers say that the training was positive due to the work done by the tutor. On the limitations, they criticize the shortage of time for study and the discussions of some subjects without the necessary deepening for their better understanding. About the playfulness, it has been found that the teachers understand it from the perspective of their contribution to learning and their association to pleasure and fun, an understanding that is in line with the training material of PNAIC. Still, the participants evaluate the playful resources of the program as positive and contributing to their work and to students' learning. Thus, it was observed that the participants understand the training as an important moment for their career, however, they point out the need for such spaces to be open to discuss their practices and their professional needs.
This paper presents a research that had the goal of investigating PNAIC contributions (PNAIC stands for National Pact of Literacy in the Right Age) for teaching practice of literacy teacher who participated in the program in the year of 2013. The PNAIC, which is a Federal Government’s program created in 2012 has the main goal to guarantee the right that children are literate by the third year of Elementary School. Therefore, the general aim of this research is to investigate PNAIC’s contributions to teaching practice of literacy teachers; as specific aims, it was intended to know the training proposal of PNAIC, understand how was its introduction in the city of Rio Claro –SP; describe changes and contributions enabled by PNAIC to the practice of the participants and investigate how teachers understand the use of playful resources in the initial period of literacy. Accordingly, the contexts of Brazilian education that provided the creation of the program by the Federal Government are discussed. It is also discussed the conceptions of continuous training and literacy of PNAIC, understanding the relevance of these themes in the formative offering. A documental survey was carried out about PNAIC and a bibliographical study of the researches already existing on the theme. In order to better understand the dynamic of the program’s introduction in the city of Rio Claro-SP, semi-structured interviews were conducted with then literacy teachers who participated in a PNAIC course in the year of 2013, when the theme of the study was learning in the language scope. The data was analyzed according to content analysis. As a result, it was seen that teachers evaluate the course as positive, acknowledging its contributions for their practice, as for instance, the experience exchanged with their peers; the change on content selection, in the organization and lesson planning and in the appreciation of the teaching training through their grant. However, the most quoted contribution was the establishment of Learning Rights and their support for the organization of teacher planning and evaluation. The figure of the study tutor, responsible for the training of literacy teachers, is also quoted as both a negative and a positive element, since some participants report that training could be better if this professional explored the material more and knew how to motivate the group; other teachers say that the training was positive due to the work done by the tutor. On the limitations, they criticize the shortage of time for study and the discussions of some subjects without the necessary deepening for their better understanding. About the playfulness, it has been found that the teachers understand it from the perspective of their contribution to learning and their association to pleasure and fun, an understanding that is in line with the training material of PNAIC. Still, the participants evaluate the playful resources of the program as positive and contributing to their work and to students' learning. Thus, it was observed that the participants understand the training as an important moment for their career, however, they point out the need for such spaces to be open to discuss their practices and their professional needs.
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Palavras-chave
Alfabetização, Formação de Professores, Lúdico, PNAIC, Literacy, Teacher Training, Playful