In-service Teacher Training of Primary School Teachers: an evaluation of the Pro-Alphabetization Program

• Autor(a) principal: Alferes, Marcia Aparecida
• Data de Publicação: 2012
• Outros Autores: Mainardes, Jefferson
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Meta: avaliação (Rio de Janeiro)
• Texto Completo: https://revistas.cesgranrio.org.br/index.php/metaavaliacao/article/view/97
• topic: Education policy; In-service teacher training; Pro-Alphabetization Program; Politica educacional; Formacion continua de profesores; Programa Pro-Letramiento; Politica Educacional; Politica educacional; Formação continuada; Programa Pro-Letramento

This paper presents an analysis of the formulation and management of the Pro-Alphabetization Program, implemented by the Brazilian Federal government in 2005. The investigated program is an in-service teacher training for primary school teachers and involves Literacy and Mathematics. The research aims at investigating, in a critical perspective, the main aspects related to the conception and management of this program; the conceptions underpinning its contents and verify to what extent and in which perspective this program has contributed to meeting the requirements that led to its formulation. The theoretical framework of the research is the policy cycle approach (Bowe et al, 1992; Ball, 1994) and also contributions from authors who discuss the literacy process as well as the role of the school and the school knowledge in a critical perspective (Soares, 1998, 2002). It argues that the Program investigated is a necessary initiative, but not enough to construct an effective improvement in the quality of education offered to the working class families, which requires the implementation of other policies that exceed the in-service teacher training strategies.