PNAIC na Educação Infantil: o contexto, o proposto e o experienciado
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Data
2021-01-29
Autores
Dacome, Eva
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo, vinculado à linha de Pesquisa 2 - “Processos Formativos, Ensino e Aprendizagem,” do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia da Unesp, campus de Presidente Prudente, tem o objetivo de pesquisar como o PNAIC foi proposto para a Educação Infantil e o que foi experienciado pelos docentes/cursistas a quem ele se destinou, tendo como foco o ensino da leitura, da escrita sob a perspectiva daqueles que fazem a política educacional acontecer na prática nas escolas públicas. A relevância deste trabalho investigativo tem respaldo na amplitude e na atualidade desta política governamental, em que o PNAIC foi firmado em 2012, e apenas em 2016 passa a ter um material de formação com direcionamento para a Educação Infantil. Para viabilizar as propostas desta pesquisa, foi realizado um estudo de caso de natureza qualitativa, com pesquisas bibliográficas e documentais com a análise de conteúdo para a definição de categorias, dialogando com autores experientes da área da alfabetização, leitura e escrita, como: Ferreiro (2001), Soares (2018), Scarpa (2006), Girotto e Souza (2010), Vigotsky (1989, 2001, 2007, 2008), Arena (2008, 2011, 2012), Bajard (1994), Foucambert (1998), Smith (1989, 1999) e entre outros. Para responder ao nosso problema de pesquisa, ou seja, para identificar “quais as aproximações e os distanciamentos existentes entre o que foi proposto pelo PNAIC e a forma como foi recebido e vivenciado pelos docentes?”, foram organizados dois questionários com perguntas abertas e fechadas: um para ser respondido pelas professoras e outro pelas gestoras, todas elas profissionais vinculadas a escola pública de Educação Infantil de Presidente Prudente/SP. Os dados coletados permitiram inferir: a) existiram contradições importantes entre o que foi proposto e o que vivenciado no âmbito escolar; b) na visão das participantes da pesquisa, a alfabetização fica centrada no desenvolvimento de habilidades de codificar/decodificar a língua escrita, que é entendida como sendo um código resultante da transcrição do oral; c) a aprendizagem da leitura e da escrita nem sempre ocorre em práticas sociais que consideram as manifestações discursivas da linguagem. Os programas de formação de alfabetizadores para a Educação Infantil devem ser repensados e aprimorados, para que as lacunas sejam minimizadas e os investimentos e os esforços façam jus ao que foi proposto.
This study, linked to Research Line 2 - “Formative Processes, Teaching and Learning,” of the Graduate Program in Education at the Faculty of Science and Technology of Unesp, campus of Presidente Prudente, aims to research how the PNAIC was proposed for Early Childhood Education and what was experienced by the teachers / courseworkers for whom it was intended, focusing on teaching reading, writing from the perspective of those who make educational policy happen in practice in public schools. The relevance of this investigative work is supported by the breadth and timeliness of this government policy, in which the PNAIC was signed in 2012, and only in 2016 does it have a training material aimed at Early Childhood Education. To make the proposals of this research viable, a qualitative case study was carried out, with bibliographic and documentary research with content analysis for the definition of categories, dialoguing with experienced authors in the area of literacy, reading and writing, such as: Ferreiro ( 2001), Soares (2018), Scarpa (2006), Girotto and Souza (2010), Vigotsky (1989, 2001, 2007, 2008), Arena (2008, 2011, 2012), Bajard (1994), Foucambert (1998), Smith (1989, 1999) and among others. In order to answer our research problem, that is, to identify “what are the approximations and distances between what was proposed by PNAIC and the way it was received and experienced by teachers?”, Two questionnaires were organized with open and closed questions : one to be answered by the teachers and another by the managers, all of them professionals linked to the public school of Early Childhood Education in Presidente Prudente / SP. The collected data allowed to infer: a) there were important contradictions between what was proposed and what was experienced in the school context; b) in the view of the research participants, literacy is centered on the development of skills to encode / decode the written language, which is understood to be a code resulting from oral transcription; c) learning to read and write does not always occur in social practices that consider the discursive manifestations of language. Literacy training programs for Early Childhood Education must be rethought and improved, so that gaps are minimized and investments and efforts live up to what was proposed.
This study, linked to Research Line 2 - “Formative Processes, Teaching and Learning,” of the Graduate Program in Education at the Faculty of Science and Technology of Unesp, campus of Presidente Prudente, aims to research how the PNAIC was proposed for Early Childhood Education and what was experienced by the teachers / courseworkers for whom it was intended, focusing on teaching reading, writing from the perspective of those who make educational policy happen in practice in public schools. The relevance of this investigative work is supported by the breadth and timeliness of this government policy, in which the PNAIC was signed in 2012, and only in 2016 does it have a training material aimed at Early Childhood Education. To make the proposals of this research viable, a qualitative case study was carried out, with bibliographic and documentary research with content analysis for the definition of categories, dialoguing with experienced authors in the area of literacy, reading and writing, such as: Ferreiro ( 2001), Soares (2018), Scarpa (2006), Girotto and Souza (2010), Vigotsky (1989, 2001, 2007, 2008), Arena (2008, 2011, 2012), Bajard (1994), Foucambert (1998), Smith (1989, 1999) and among others. In order to answer our research problem, that is, to identify “what are the approximations and distances between what was proposed by PNAIC and the way it was received and experienced by teachers?”, Two questionnaires were organized with open and closed questions : one to be answered by the teachers and another by the managers, all of them professionals linked to the public school of Early Childhood Education in Presidente Prudente / SP. The collected data allowed to infer: a) there were important contradictions between what was proposed and what was experienced in the school context; b) in the view of the research participants, literacy is centered on the development of skills to encode / decode the written language, which is understood to be a code resulting from oral transcription; c) learning to read and write does not always occur in social practices that consider the discursive manifestations of language. Literacy training programs for Early Childhood Education must be rethought and improved, so that gaps are minimized and investments and efforts live up to what was proposed.
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Palavras-chave
Educação infantil, PNAIC, Alfabetização, Ensino da leitura e escrita, Formação docente, Child education, Literacy, Teaching reading and writing, Teacher training