Vivências formativas e práticas docentes: um olhar sobre o pacto nacional pela alfabetização na idade certa

Abstract

The research aimed to identify the influences of the National Pact National Programme for literacy at the right age (PNAIC) in pedagogical practices of active teachers in elementary school literacy block in the municipal Santa Maria. The PNAIC program began in 2012 with the gatehouse in - 867 of July 4, 2012, and gazed continued training actions aimed at teachers that active in the early years, 1st year, 2nd Year and 3rd year of elementary school. In this direction, we sought to understand experiences that teachers have in the training process offered by the program, recognizing the influence and impact on the pedagogical teaching practices of teachers program participants. It is believed to know the relationships that teachers establish between their formative needs and training brokered by the National Pact for Literacy is of fundamental importance for reflection about the relevance of public policies directed at continued formation of teachers. The study was developed from a qualitative approach, using semi-structured interviews with teachers participating in the program interviews. The references used: Gold (2007-2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan and Pawczuk (2013), Vaillant and Marcelo (2012), Charlot (2002) Freire (2002), Among others. The study allowed to realize that the impact of the National Pact for Literacy in the Age One took place from the perspective of individual and collective reflections on the concerns about the teaching. The sharing was evident as the main aspect of training brokered by the program. However, teachers expressed dissatisfaction with the actions arising from the program both as regards the formative dynamics streamlined by guiding study, as well as with regard to the requirements and impacts the teaching. It stands out for the need to create and strengthen the the shared management processes to guarantee longed quality of education in literacy block. So it is concluded that the instituted educational policy needs to be improved in terms of organization of formative dynamics in order to improve the sharing of space and strengthening of the teaching profession.