Programas de formação de professores alfabetizadores no Brasil: continuidades, rupturas e contradições

• Ano de defesa: 2024
• Autor(a) principal: Veríssimo, Claudine Ferreira de Sousa Azeredo
• Orientador(a): Tiballi, Elianda Figueiredo Arantes
• Banca de defesa: Almeida, Renato Barros de , Purificação, Marcelo Máximo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Programa de Pós-Graduação STRICTO SENSU em Educação
• Departamento: Escola de Formação de Professores e Humanidades
• País: Brasil
• Palavras-chave em Português: Formação continuada; Política públicas; Professores alfabetizadores; Organismos internacionais
• Palavras-chave em Inglês: Continuing training; Public policy; Literacy teachers; International organizations
• Área do conhecimento CNPq: Ciências Humanas; Educação
• Link de acesso: http://tede2.pucgoias.edu.br:8080/handle/tede/5125

The aim is to analyze the impacts of the continuing training programs for literacy teachers developed by the Federal Government from 2001 onwards, to understand the dimensions that permeate the continuing training of teachers. The starting point was a survey of educational movements from the end of the 19th century. To this end, the study was carried out using a qualitative approach. Based on a comparative approach, the investigation revealed that the PROFA (2001), Pró-Letramento (2003) and PNAIC (2013) programs, the object of study of this dissertation, are organized according to the World Bank guidelines, following international policy standards. public. The study required bibliographic and documentary research, an opportunity in which information and prior knowledge about the problem was sought, as well as an analysis of documents with a view to understanding the concept of continued training brought by the Programs in focus. The bibliographical survey endorsed the theoretical contribution to support the study of the theme in authors who discuss State reform and educational policies. In the documentary research, primary sources (legislation) were used, which made it possible to understand the consolidation process of the programs analyzed in this study. The objective was to develop a discussion on Basic Education teacher training policies implemented in Brazil, specifying those aimed at the continued training of literacy teachers and particularizing this discussion in a study on the contributions of Federal Programs that had greater national expressiveness in the period between 2001 and 2023. This research was guided by the following problem: How did the historical process of Literacy Teacher Training develop in Brazil? To answer the question raised, specific objectives were defined: a) demonstrate the historical path of formulation of public policies adopted for the Training of Literacy Teachers in Brazil; b) analyze the theoretical-methodological concepts expressed in the materials of the PROFA, Pró-Letramento and PNAIC programs, as educational policy proposals; b) analyze the conception of teacher training, literacy and literacy implicit in the programs; c) investigate political and ideological intentions and interests underlying the programs; d) analyze the political measures adopted between 2001 and 2023, with the intention of promoting the development and performance of literacy teachers; e) contextualize the constitution of educational policies for the continued training of teachers from 2001 onwards. From a theoretical point of view, to support our studies on teacher training, we are based on authors such as Nóvoa (1993,1995,1999), Vicentini and Luigli (2009), Schön (1995), Saviani (2006, 2008,2009, 2011) Romanelli (2000,2010), Mortatti (2000), Libâneo (2002,2006), Mainardes (2006, 2014), Tiballi (2006, 2018), among others. The results of the research on the programs suggest, in summary, that the comparative analysis of the materials referring to the PROFA, Pró-Letramento and PNAIC programs leads us to conclude that such initiatives represented an advance in relation to the constitution of teaching knowledge, considering the specificities of area and the weaknesses associated with initial training. However, they also showed a clear state intention to address the training of literacy teachers and early childhood education without due commitment to an effective transformation of social reality towards a more humanized and fair life