The literacy process and teacher training

• Autor(a) principal: Micotti, Maria Cecília de Oliveira
• Data de Publicação: 2020
• Outros Autores: Capicotto, Adriana Dibbern
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/6736
• topic: Ciclo de Alfabetização; Formação Docente; Avaliação Nacional da Alfabetização.; Ciclo de Alfabetización; Formación Docente; Avaliação Nacional da Alfabetização.; Literacy Cycle; Teacher Training; Avaliação Nacional da Alfabetização.

This is a qualitative-descriptive study on the diversity of the results of 4 public schools from the same teaching network: 2 schools with the highest and 2 with the lowest scores in the Avaliação Nacional da Alfabetização 2014 [Brazilian National Literacy Assessment]. The participants in the study were teachers from the literacy cycle that worked in these schools, in the 2012-2014 triennium. The instrument used for data collection consisted of a semi-structured interview focusing on their teaching processes, on teacher training and on their professional experiences. The results reveal differences regarding the emphasis on the continuity of the literacy process in cyclic education, favoring the schools with the highest performances, despite the similarities of the students’ socioeconomic level and the teachers’ experience and, above all, ongoing training.