As repercussões do Pacto Nacional pela Alfabetização na Idade Certa ( PNAIC) na ótica de docentes

• Ano de defesa: 2019
• Autor(a) principal: Kelly Cristina Pereira Lopes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Alfabetização; Formação de professores; PNAIC; Educação e Estado; Professores alfabetizadores > Formação; Prática de ensino; Professores > Formação
• Link de acesso: http://hdl.handle.net/1843/32863

The National Pact for the Alphabetization on the Correct Age (NPACA) was instituted in 2012 by the Federal Government, in partnership with the governments of the Federal District, the states, counties and universities, with the goal to assure that all the kids become alphabetized until they are eight years old, by the end of the 3rd year of the Elementary School. To achieve this aim, the program has adopted as the main strategy a formation that reverberates changes of behavior and the pedagogic practices of the literacy teachers. From that point of view, this study had te goal to investigate, according to the literacy teachers' view, participants of the National Pact for the Alphabetization on the Correct Age, the repercussion of this formation in their pedagogic practices. The data was colected using informations present in the official documents of the Program, from the aswers given from a questionnaire applied to eighty six teachers that attended the program ''NPACA'' in Belo Horizonte between the years of 2013 and 2018 and the reports collected in the interviews semi-structured with a guiding teacher and eight teachers selected between the persons that answered the quest. For the treatment of the qualitative data was used the analysis of the content. The results found show that the biggest part of the teachers recognizes that the program has brought contributions to its practice, like the exchange of experiences with each other, the acquisition of new ideas and new knowledge that allow the enrichment of the teaching, more security and the possibility to rethink the practice. In the perception of the teachers, the ''NPACA'' was also responsible for the changes in their practice, such as the adoption of a systemized learning evaluation for the students, the use of new methods in their classes, the daily practice of delighting reading, the construction of more playful ways to work with the content in class, and, mainly, the use of solid supplies and games of alphabetization and mathematicals. The job of the supervisor teachers, the responsible for the formation's conduction of the literacy teachers was perceived by some teachers as something positive, for having made the formative process meaningful and of quality, while for some teachers it didn't correspond to their expectations due to the unsatisfactory job of the guiding teachers. A positive aspect of the program ''NPACA'' refers to the quality of the supplies' formation. About the limitations, we have the time for the formation and the insuficient timetable needed for the deepning of the studies and discussions. This way, it can be said that the ''NPACA'' with its hits and misses, according to the teachers, has repercuted in their jobs in the field of alphabetization.