Necessidades formativas de professores(as) alfabetizadores(as) que atuam em escolas da região de fronteira Brasil/Bolívia

• Ano de defesa: 2024
• Autor(a) principal: KAMILE FRIAS CLAROS
• Orientador(a): Marcia Regina do Nascimento Sambugari
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Fronteira internacional; Formação docente; Leitura; Escrita.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/10921

This research is part of the Master's in Education course of the Postgraduate Program in Education at the Federal University of Mato Grosso at the Pantanal Campus, with an area of concentration in Social Education and is part of the Research Line Educational practices, teacher training (as)/educators in school and non-school spaces. Literacy is a dialogical process in which the teacher/student and student/student relationship is fundamental, and it is necessary to take into account the peculiarities of each child. However, this communicative dimension becomes more complex when the school is in a territorial context of different countries, where there is contact with several languages. This is the case of the city of Corumbá, located in the west of the state of Mato Grosso do Sul, and whose neighboring country is Bolivia. This reality led us to the problem which is the lack of specific training of literacy teachers to work in schools in Corumba located in the international border region where there are foreign students who do not have the Portuguese language as a first language. We sought to answer the following questions: what type of training do they receive or seek to deal with this specificity in the literacy process? What are your training needs? The general objective was to understand the training needs of literacy teachers in the municipal education network of Corumbá, MS who work in classes with students of Bolivian origin who do not have Portuguese as their first language. The specific objectives were: (a) to verify the possibilities of support offered for the training of literacy teachers; and (b) identify the training needs of teachers to teach literacy in classes where there are students of Bolivian origin who speak another language. In a qualitative approach, interviews were carried out with eight literacy teachers from the Corumbá municipal education network who work in 1st and 2nd year classes in the Early Years with students who have Spanish as their first language. The data produced was organized into thematic axes and analyzed based on some elements of content analysis from the French aspect, looking for recurrences in the participants' statements. From the analysis undertaken regarding the possibilities of support offered for the training of teachers, it was noticed that there are few materials available, such as books and games, as the emphasis is on the Brazilian context. They seek to search the internet for texts, courses, videos that can contribute to their literacy practices. The majority do not have knowledge of the Spanish language, making the teacher/student relationship a challenge, but they seek ways of communicating and the time spent teaching has contributed to their training. Regarding the training needs to work in literacy classes, there was a recurring need for actions to address: linguistic issues; ways of evaluating children based on their needs and singularities; immersion in border culture; access to literature, Bolivian stories; learning the Spanish language within school. By carrying out this study, we sought to record the training demands for literacy in border schools, making it possible to think about proposals for training policies in the municipality of Corumbá.