Alfabetização e currículo: ênfases nas formações de professores no Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)

• Ano de defesa: 2017
• Autor(a) principal: Abreu, Anisia Ripplinger de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Chapecó; Programa de Pós-Graduação em Educação; UFFS
• Palavras-chave em Português: Alfabetização; Currículo; Formação de professores; PNAIC; PPP
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/1145

This research discusses the conception of literacy and curriculum present in the PoliticalPedagogical Projects (PPP) of schools in the public state network in Chapecó from the PNAIC’s formation. The guiding question of the research is "Is the conception of literacy and curriculum announced and materialized by the PNAIC, present in the PPPs of the state public schools in the municipality of Chapecó (SC)?" In this way, it is a qualitative research of bibliographical and documentary character and the general objective is to analyze if the process of teacher training developed by the PNAIC contributed with the definition of the conception of literacy and systematized curriculum in the schools’PPPs in the state public network Of the municipality of Chapecó. As specific objectives, it is limited a) to raise academic productions published in the National Association of Post-Graduation and Research in Education (ANPEd), in the Coordination of Improvement of Higher Level Personnel (Capes: Bank of Theses and Dissertations and Portal of Periodicals) and Brazilian Digital Library of Theses and Dissertations (BDTD); b) to understand the role / place of literacy in historical processes after 1990; c) to identify the main training programs for literacy teachers that occurred, nationally, after 1990 and checking the continuities or discontinuities; d)to place the PNAIC in the current educational configuration; e) to analyze how literacy and curriculum are presented in the founding documents of the PNAIC and PPPs in state public schools of Chapecó. The dissertation is organized in four chapters: the first consists of a discussion about the author's link to the research object, presenting the methodological basis of the research; The second chapter will address a brief history of literacy, marking as the starting point the last decade in the twentieth century; The third chapter will place the PNAIC in the the academic productions in order to demonstrate the cut of this research; Finally, the fourth chapter will discuss the conceptions of literacy and curriculum present in the PNAIC and in the Political-Pedagogical Projects in five schools of the state public network in Chapecó (SC). Among the authors that will be used to base the research, we can highlight Viñao Frago (1993), Graff (1994), Mortatti (2006, 2013), Bardin (2008), Smolka (2012), Sacristán (2013), Marsiglia (2015). As results of the research, we can point out that the teachers who participated of the PNAIC formations, in the investigated schools, had a little contribuition in the organization of a conception of literacy and curriculum in the PPPs. It is also important to note that some approaches were possible and, even being not required in the PPPs, the conception of literacy permeates aspects of the curriculum, so it is important to make it clear in the document that organizes the whole school dynamics. Therefore, there is a need for further discussion and progress, as well as the continuity of the present research in order to contribute to the reflection on the essential concepts of literacy that are fundamental in the definition of curriculum expressed in the guiding documents of the schools.