Apontamentos para uma formação a partir das necessidades formativas dos professores alfabetizadores da Rede Municipal de Santo André

• Ano de defesa: 2020
• Autor(a) principal: Valente, Priscila Barbosa Nunes
• Orientador(a): André, Marli Eliza Dalmazo Afonso de
• Tipo de documento: Dissertação
• 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: Formação de Formadores
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Professores alfabetizadores - Formação profissional; Educação permanente; Formação continuada
• Palavras-chave em Inglês: Reading teachers - Occupational training; Continuing education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucsp.br/handle/handle/23560

Based on the analysis of two training scenarios, designed for the literacy teacher, the first being the training offered by the federal government in recent years in confluence with the Municipal Education Secretariat of Santo André and the second training planned and organized by agents of the the secretariat itself, during a weekly pedagogical meeting time or after working hours, the questions arose: Are the training courses offered by the education department meeting the needs of literacy teachers? What are the training needs of these teachers? What type of training would meet the needs of teachers in literacy? Therefore, this study sought to know the training needs of literacy teachers in the first and second years of elementary school in the municipality of Santo André and to elaborate notes for a training, based on the analysis of the possible contributions of the training experiences they had experienced in the network itself and in the survey training needs. The methodology used was of a qualitative nature, using a questionnaire (answered by 130 teachers), containing 12 closed and one open question, for personal and professional characterization of the literacy teacher working in the network. Subsequently, individual interviews were conducted with twelve teachers from five schools. The theoretical framework was based on studies on literacy, in line with Emília Ferreiro, teacher training and training needs, based on the studies of Marcelo Garcia, Imbernón, Placco, Rodrigues, Esteves, Estrela, Barbier and Lesne. The survey results indicated that teachers who have joined the network in the past four years have not yet undergone any specific training for literacy; the teachers with the longest experience participated in the Ação-Escrita training and the vast majority, in the PNAIC training. They reported that they were quite significant formations, as they united theory and practice, providing reflections on new possibilities of work with different pedagogical strategies. In addition, planning was strengthened, in addition to providing self-knowledge. Another highlight of the training, pointed out by the literacy teachers, was the exchange of experiences. Among the challenges that emerged in the testimonies of teachers, some are related to pedagogical practice, among which: how to do a good time management, deal with the transition from early childhood education to elementary school, working alone with children in different writing hypotheses that need differentiated activities and specific interventions by the teacher, students' behavioral problems. In addition to these, other challenges related to structural and / or organizational issues were addressed, such as a large number of students per class, lack of family support and assistance to students with disabilities and with learning disorders. In order to deal with all these challenges, the teachers signaled that they lack specific training for literacy, the help of another professional in the classroom and the family partnership. This research allowed to know and reflect on the training needs of literacy teachers, at the same time that it provided the construction of indicatives for a training proposal, reaffirming the understanding that the planning of any training action should start from the analysis of needs, so that it is possible to build more meaningful training programs and adhere to the needs of teachers