O pacto nacional pela alfabetização na idade certa e a formação de professores

Abstract

This study aims at analyzing the National Agreement for Literacy in the Proper Age (PNAIC) and its relation to the National Policy of Training for Teachers of Primary Education in Brazil considering the discussions arising from the scientific production over this program from the government, as well as educational legal frameworks. The methodology adopted for this study is characterized as exploratory, drawing on the document analysis of the pertinent educational legislation and data collected from scientific production of national and regional level, particularly through the state of art of the National Association of Graduation and Research in Education (ANPEd) and the National Association of Graduation and Research in Education of the South Region (ANPEd Sul). In order to support this study, the theoretical framework used was based on authors that discuss initial and continuous training of teachers, among them Gatti (2012), Dalla Corte, Sarturi (2015), Libâneo (2012) and Oliveira (2012), as well as laws, resolutions and reports about the policies for teacher training in Brazil. The systematization and the analysis of what was produced about the policy for continuous training of PNAIC are important in order to produce a reflection over the main limits, possibilities and contributions of the Program for the training and action of education professionals, bearing in mind that continuous training is an important condition for continuous learning, which contributes to the teachers [re]signification of educational practices, as well as their personal, cultural, and professional development. This study allows us to think over the main limitations presented by this program regarding training and performance of education professionals, given that continuing education is an important condition for lifelong learning. The reviewed scientific articles point out that PNAIC policy is improving school education and literacy, as it offers the teachers the opportunity to read, study, discuss with their peers, keep themselves informed and updated in an environment of collective and shared planning. The limitations revealed by the analyzed articles were: teachers’ struggle for understanding literacy concepts; lack of adherence to proposals for continuing education; trainers unpreparedness; more attention of related parties on discussing and idealizing processes of continuing education of teachers.