PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba

• Ano de defesa: 2021
• Autor(a) principal: Farias, Angélica Torres Vilar de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: PNAIC; Formação de professores; Leitura e escrita; Multisseriado; Educação do campo; Teacher training; Reading and writing; Multi-grades; Rural education; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/22639

Based on the assumption that, in Brazil, thousands of children are still reaching the 4th grade, or even the 5th grade of elementary school, without being successful in the reading process, we have decided to observe the echoes of the formation of the National Pact for Literacy at the Correct Age (PNAIC) in inland rural schools of the state of Paraiba. Thus, this work aims at understanding how the formation of the PNAIC, which is specific to rural education, has contributed to the improvement of the performance of the students' reading skills. We raised as a thesis the idea that the proposal of the PNAIC records, with emphasis on the constitutive heterogeneity of Education in the Field, contributed to the teacher protagonism in the implementation of the work with reading in the classroom. Our discussions are based on studies by Bakhtin ( 1986), Soares (2003; 2004; 2012), Rojo (2013), Kleiman (1995; 2005; 2009), Geraldi (2011), Marcuschi (2008), Arroyo (2009) and, particularly, the PNAIC Material for the rural education. The study was developed through a qualitative descriptive approach developed within the scope of two municipal schools in the countryside (one in the municipality of Taperoá - PB and the other in the municipality of Queimadas - PB) The corpus consisted of students of two groups of 3rd grade multi-grade classes of the countryside and their respective teachers. The data were collected during our visit to the schools in the second semester 2018, through a semi-structured questionnaire for teachers, andaudio recorded interview for the students. The analyzes were carried out in two categories: 1. Teachers 'voices, 2. Students' voices. When analyzing the “Teachers' Voices”, we found that not only did they positively evaluate the PNAIC training courses, but they also enjoyed the activity, and they somehow managed to put into practice and successfully proposed methodologies in those training courses. The analysis of the “Students' voices” makes it clear that they enjoyed the reading strategies proposed by the teachers, and that they also self-developed a taste for reading. Hence, it was possible to confirm our thesis that the proposal of the PNAIC records regarding the constitutive heterogeneity of Rural Education has contributed to the teacher's role in the implementation of reading skill in the classroom.