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Publication
O impacto da formação do programa estadual pacto pela educação nas práticas das professoras alfabetizadoras do Município de Glória – Bahia
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Advisor(s)
Abstract(s)
Este trabalho de investigação tem como objetivo perceber o impacto da formação do Programa Estadual Pacto pela Educação nas práticas de ensino da leitura e da escrita dos professores alfabetizadores que dela participaram. Para responder à questão central da investigação foi utilizada uma metodologia de natureza qualitativa. Dentro desta abordagem, foi realizada uma entrevista, semiestruturada, a dez professoras alfabetizadoras do município de Glória. Buscou-se analisar como as professoras receberam a proposta, qual a sua atitude diante da formação e as possíveis mudanças nas práticas de leitura e escrita.
Concluímos que a formação repercutiu positivamente na maioria das professoras, ampliando os conhecimentos, gerando mais confiança para atuar e que as práticas de leitura e escrita sofreram modificações significativas, sem, no entanto, configurar uma mudança integral. As professoras reconhecem as contribuições do Programa, mas apontam para a necessidade de sua continuidade com algumas mudanças. Sugerimos uma ampliação na estrutura da formação, no sentido de propor uma maior diversidade de procedimentos, incluindo os derivados das experiências dos próprios professores, para que a Proposta Didática para Alfabetizar Letrando - PDAL, a despeito de sua relevância, não se transforme em uma receita.
This research aims investigate the impact of the formation of the State Program Pact for Education – Programa Estadual Pacto pela Educação - in the reading and writing teaching practices of the literacy teachers who took part in it. A qualitative nature methodology was used to answer the key question of the investigation. Within this approach, a semi-structured interview was conducted with ten literacy teachers from the Glória County. We sought to analyze how the teachers received the proposal, their attitude towards the formation and possible changes in reading and writing practices. In conclusion, the training had positive repercussions on most teachers, increasing knowledge, generating more confidence to perform. We also conclude that the practices of reading and writing underwent significant modifications, without, however, setting a complete change. The teachers recognize the contributions of the Program, but point out the need for their continuity with some changes. We suggest an expansion in the structure of training, in order to propose a greater diversity of procedures, including those derived from the experiences of the teachers themselves, so that the PDAL, despite its relevance, does not become a recipe.
This research aims investigate the impact of the formation of the State Program Pact for Education – Programa Estadual Pacto pela Educação - in the reading and writing teaching practices of the literacy teachers who took part in it. A qualitative nature methodology was used to answer the key question of the investigation. Within this approach, a semi-structured interview was conducted with ten literacy teachers from the Glória County. We sought to analyze how the teachers received the proposal, their attitude towards the formation and possible changes in reading and writing practices. In conclusion, the training had positive repercussions on most teachers, increasing knowledge, generating more confidence to perform. We also conclude that the practices of reading and writing underwent significant modifications, without, however, setting a complete change. The teachers recognize the contributions of the Program, but point out the need for their continuity with some changes. We suggest an expansion in the structure of training, in order to propose a greater diversity of procedures, including those derived from the experiences of the teachers themselves, so that the PDAL, despite its relevance, does not become a recipe.
Description
Keywords
Formação de professores Alfabetização Letramento Prática pedagógica Teacher training Literacy Pedagogical practice