Os processos de formação do PNAIC: repercussões na gestão das práticas pedagógicas

Abstract

The Conclusion work Specialization in Educational Management addresses the process of training of teachers of the National Pact for Literacy in Certain Age (PNAIC), emphasizing public policies that promote this program in order to qualify school practices. It aims to analyze the experiences of teachers of municipal Uruguaiana-RS, from its formation in PNAIC and contributions to education, considering the activities developed by them in the daily routine of their professional actions. The specific objectives: analyze public policies that foster PNAIC program in terms of [re] mean teaching practices in the school context; identify the process in the teachers formation from PNAIC and its contributions to education; understand the implications that compose the management process in the PNAIC execution of contribution in everyday school life in the city of Uruguaiana-RS. The theoretical basis were: Triviños (2008), Yin (2001); Freire (1987); Gadotti (2001) Ferreiro e Teberosky (1999); Minayo (2009); Lück (2006) and others. The research is characterized by qualitative approach and case study; the data was collected from the participant observation of the subjects involved in the course of training and open questionnaire. It follows from the events resulting from the formation process of PNAIC was gestated significantly and contributed to the pedagogical practices of teachers, thus presenting indicators for the legitimacy of public policies and national education quality.