Formação continuada do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): percepções e experiências formativas

• Ano de defesa: 2020
• Autor(a) principal: Presotto, Taíse Morgana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Erechim; Programa de Pós-Graduação Profissional em Educação; UFFS
• Palavras-chave em Português: Formação continuada; Alfabetização; Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/4130

The dissertation “Formação Continuada do PACTO Nacional pela Alfabetização na Idade Certa (PNAIC): percepções e experiências formativas”, fits into the area of teacher education and demonstrate the program PNAIC “PACTO Nacional pela Alfabetização na Idade certa” as a central theme. The study focuses to identify and understand the perceptions about PNAIC, from the coordinator of formation, the state trainer, the regional and local trainers, involved in the program in 2017 and 2018, from Initial years of Elementary School, covering the 15th and 7th Regional Education Coordinators. Therefore, the investigation originates from the problem: What are the perceptions about the PNAIC, the coordinator of formation, the state trainer, the regional and local trainers, involved in the program in the years 2017 and 2018, Axis of the Initial Years of Elementary Education, scope of the 15th and 7th Regional Education Coordinators?. The research proposal is quantitative and qualitative, guided by the descriptive-interpretative approach, through bibliographic and field research, having the “Universidade Federal Fronteira Sul, Campus Erechim” as the environment researched including the state and municipal public schools from the 15th and 7th Regional Education Coordinators. The people around this research, through a structured interview and anonymous quiz, were the coordinator of formation, the state trainer, the regional and local trainers were involved with the PNAIC program in the years 2017-2018. For better analysis, this research seeks to bring some basic theories, according to the view of classical theorists, such as Saviani (2009), Freire (2011), Nóvoa (1992), Mortatti (2010), Gatti (2010), Barreto (2011), Libâneo (2012), among others. In relation to teacher skills, it was emphasized in this research, that it has been widely discussed and analyzed for years in the Brazilian educational scenario, unfortunately, we found a big weakness when talking about initial and continuing education; the training of Brazilian teachers does not provide the necessary conditions for teaching, as teachers do not feel prepared for their exercise, causing insecurities and fears that generate a crisis of professional teaching identity; the resistance of teachers to carry out the process of improving skills; there is a need for permanent and continuous training for teachers, favoring spaces where the sharing experiences between peers help to build a new proposal of school / education; that it is necessary to offer more continuing education courses in the literacy area. Regarding the PNAIC program, it was evidenced, through this research, that it is considered a strong teacher training program; that many changes in school practices have arisen as a result of the PNAIC program; that helped teachers in the perception of a new conception of a student; that unfortunately the program was discontinued causing a lot of sadness to everyone who had any involvement with it.