O pacto nacional pela alfabetização na idade certa (PNAIC/2013) e os professores do município de Castelo ES

• Ano de defesa: 2016
• Autor(a) principal: Regilane Gava Lovato
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Formação continuada do PNAIC de 2013; Sequência didática; Leitura deleite; Práticas e Saberes docentes; Educação
• Link de acesso: http://hdl.handle.net/1843/BUBD-A9WJLX

This paper approaches the study continuing education of PNAIC 2013, whose discussions were guided in the process of literacy and literacy in Portuguese and was aimed reflect and improve teaching practice of literacy teachers. The purpose of the study consisted in analyzing practices and teaching knowledge, teachers in the municipality of Castelo - ES after received training in 2013. It was used a qualitative approach methodology through the case study and the tools for data collection which were: document analysis; semistructured interviews; observations of the weekly schedules and literature of dissertations and those on PNAIC. The Data were analyzed based on studies of continuing education Pimenta (1999, 2012), Perrenoud (2002), Souza (2006b), Chartier (2007), Kramer (2010), Rosa (2014), Salomão (2014), Souza (2014), Ferreira (2015), Resende (2015), Santos (2015), Tedesco (2015) and on teaching practices and knowledge of Veiga (1992) Zabala (1998) and Tardif (2000, 2014). From training in PNAIC, the literacy teachers highlighted that the training possible to organize the teaching profession through teaching sequences and delight reading. Although the concept of didactic sequence has not been discussed in depth during training, this proposal was very present in the planning and there has been an improvement over doing teaching, to rethink literacy practices. For teachers to lead reading as an activity, aroused the interest of children in reading, mainly literary reading, since the students have access to tasks in the classroom, which can be reading both by them and by literacy teachers. The research shows advances in training and raises questions about the importance of training to be more locally contextualized conceptual inaccuracies - in the redefinition of the practices of the teachers of literacy and letrar and excessive ongoing reviews, formative, diagnostic and outer proposed by PNAIC and the state of Espirito Santo, Brazil.