Entre os programas de alfabetização e sua materialização na prática do professor alfabetizador

• Ano de defesa: 2022
• Autor(a) principal: Silva, Keyla Maria Bastos Gonçalves
• Orientador(a): Barra, Valdeniza Maria Lopes da
• Banca de defesa: Barra, Valdeniza Maria Lopes da, Lima, Daniela da Costa Brito Pereira, Anderi, Eliane Gonçalves Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: Alfabetização; Práticas; Políticas públicas; Programas de alfabetização; Ciclo de políticas
• Palavras-chave em Inglês: Literacy; Practices; Public policies; Literacy programs; Policy cycle
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12612

This paper presents the results of a master's research that aims to understand literacy from the point of view of continuing education of literacy teachers, taking into account the official literacy programs. From a qualitative approach, the data survey used procedures that include the documentary study of literacy programs and bibliographic study of theses and dissertations of graduate programs from five Brazilian universities that composed the National Network of Continuing Education of Basic Education Teachers, Literacy and Language axis, between 2012 and 2020. As a theoretical and methodological reference, we sought the policy cycle approach proposed by Ball and his collaborators, and disseminated in Brazil by Mainardes (2006; 2009; 2011; 2013). For studies related to literacy (1986), we resorted to Soares, (1986; 1989; 2003; 2004; 2016), Mortatti (2006; 2008; 2010; 2011) and Morais (2012, 2019), and to give contours of educational policy, Dourado (2006, 2008). The general objective is to reflect on literacy and its conceptual and methodological configuration in the country in the period from 2012 to 2020, highlighting how some conjunctural aspects have enabled the emergence of literacy programs/policies as vehicles for the continuing education of the literacy teacher. The results of the research indicate that literacy programs present potentialities, limits, and challenges. Some of the potentialities are that the programs have well defined actions and strategies. As limitations, the main one is the discontinuity of the programs. Besides this, there is no accountability for the investments made in the programs. The challenges are: the continuity of the Programs in a network training perspective, discussions about improvements in the material and working conditions of teachers, pedagogical support to teachers at school, especially to beginners, constant monitoring of student learning, and review of the curricula of teacher training courses. Thus, it is expected to contribute to the strengthening of a perspective of public policies that are concerned with the literacy issue, a structural aspect of the school and of human formation.