Análise crítica dos contextos de uma política de iniciação à docência: Projeto Bolsa Alfabetização da Secretaria de Educação do Estado de São Paulo

• Ano de defesa: 2018
• Autor(a) principal: Reis, Adriana Teixeira
• Orientador(a): André, Marli Eliza Dalmazo Afonso de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Projeto Bolsa Alfabetização; Professores - Formação profissional; Educação e Estado
• Palavras-chave em Inglês: Teachers - Occupational training; Literacy Scholarship Project; Education and state
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/20969

This research focuses on a policy of initiation to teaching, the Public School and University in Literacy Project, also known as the Literacy Scholarship Program, of the State of São Paulo Education Department, created in 2007. The following subject was examined: to what extent did the Literacy Scholarship Program contribute to the initiation to the teaching of graduates? Having as a basis the theoretical and methodological reference of the Policy cycle approach, developed by Stephen Ball and Richard Bowe, the research considered the “context of influence” and the “context of policy text production”, by analyzing federal regulations, elaborated by the Ministry of Education, and state legislation, including those related to the Literacy Scholarship Project. This research aimed to identify the key ideas of the vast legislation that started to guide the policies of beginning teachers education throughout the first decade of the 21st century, in both administrative spheres. By analyzing federal rules, it was verified a concern with the initial formation of the teacher, indicating the necessity of a restructuring in the Pedagogy Course to contemplate the effective articulation between theory and practice. This same intention was identified in the legislation that guided the Literacy Scholarship Program. The policy cycle approach has indicated that a policy management is linked to a number of factors and interests, of both international and domestic groups, at its establishment. Specifically regarding the Literacy Scholarship Project, the analysis revealed that the project was conceived from the government's need to meet the objectives proposed in its State Plan of Education, with regard to the literacy of students. The “context of practice” and the “context of effects”, which integrate the approach of the policy cycle, were addressed in the analysis of related researches and in the statements obtained with five graduates of the Literacy Scholarship in collective interviews. The results indicated that the participation in the Project was configured as an achievement from the initial formation of the teachers, during the monitoring of the children's literacy process throughout the year, while appreciating their advancements and achievements; by the partnership established with the school professionals, through support, exchanges, learning with their peers. As beginners, the teachers revealed a very significant teaching experience, both in terms of the anticipation of the public school knowledge in its multiple dimensions, as well as in its relation with the knowledge acquired in the course of Pedagogy. The statements also indicated that the beginning teachers, when in charge of literacy classes, had better conditions to face the routine situations that involve the teaching practice, that is, one learns to be a teacher in the contexts in which it occurs, through practical experiences, interacting with others, coping with situations, reflecting on difficulties. Hence, the teachers positively faced confrontations that beginners go through, demonstrating to be prepared for classroom situations and relationships with other school professionals. Even without an evaluation of the Literacy Scholarship Project, the State Department of Education of São Paulo chose to discontinue in 2016, indicating that a change of political groups in power interferes with the continuity of educational policies