PNAIC: uma análise crítica das concepções de alfabetização presentes nos cadernos de formação docente

• Autor(a) principal: Melo, Eliane Pimentel Camillo Barra Nova de
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/8450
• topic: Alfabetização; Professores - formação; Professor alfabetizador; Literacy; Teachers - In-service training; Teachers, Training of; Literacy teacher; CIENCIAS HUMANAS::EDUCACAO

This study aims to reveal the submerged ideologies in the discourse of teacher education notebooks of 1st year of Primary Education of the National Pact for Literacy at the Right Age (PNAIC) in order to understand what is their conception of literacy, its didactic-pedagogical proposal and its concept of formation of literacy teachers. It is characterized as a qualitative research, in which was used a PNAIC notebooks’ documental analysis intended for the formation of teachers of 1st year. Through a critical reading based on the socio-historical perspective, it can unveil that the PNAIC sought to spread the perspective of literacy, which made in an obscure and confused way, endorsing different theoretical perspectives such as constructivism and sociohistorical, indistinctly, the only clearness observed was the dismissal of the literacy process of its social, political and ideological aspects, limiting it to the simple technique of reading and writing, linked to the phonic method. The didactic-pedagogical proposals restricted itself to the use of social circulation texts dissected into its smallest parts, syllables and letters, in order to develop the phonological awareness. The intended teacher formation by the PNAIC aims the technical improvement, that is, its intention is to form a performer professor of governmental determinations, technically efficient and politically harmless who knows and uses according to superior prescriptions the materials available by MEC, as well as take the responsibility for achieving educational indexes imposed by external evaluations that were amplified, reaching the children of the literacy cycle.