FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA

Detalhes bibliográficos
Autor(a) principal: Cruz, Mirian Margarete Pereira da
Data de Publicação: 2016
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPG
Texto Completo: http://tede2.uepg.br/jspui/handle/prefix/1214
Resumo: This paper presents an analysis of the National Pact for Literacy in the Age One - PNAIC,which has been effected by the Ministry of Education, in the Brazilian states and the Federal District, since 2013. It is a continuing education program for school teachers of the Cycle Literacy. The proposed program was developed and designed in the government's management Dilma Vana Rousseff (2011/2014), in order to contribute to the process of teaching and student learning in the early years, in the area of literacy / language arts and mathematics. However, the implementation of this program coming up in structural difficulties related to the teacher's pedagogic practice, ranging from the design they have about literacy to the actual conditions for the learning process of students. So, if delineated as a central problem for the development of this research the following question: how was effective deployment and implementation of the National Pact for Literacy in the Age One (PNAIC) from the programs for continuing education teachers previously developed? For the development of the research was defined as general objective: to analyze the deployment and implementation of the National Pact for Literacy in Certain Age, from programs for continuing education of teachers that preceded it. To reach this goal, it was defined as specific objectives: to understand the historical context and its determinants,which engendered the continuing education programs for teachers in the early years of elementary school; understand the design and implementation of educational policies for continuing training of literacy teachers; pointing out the limits and advances of PNAIC. The research was carried out by means of literature, using as theoretical framework authors dealing with issues of continuing education, literacy and Historical-Critical Pedagogy. From the literature, the analysis of primary and secondary sources, related to the theme of the study allowed us to analyze the intentions and the multiple determinants that engender the continuing education of teachers. The theoretical and methodological axis is expressed by the historical and dialectical materialism, in that it enables the analysis of the total, showing the contradictions in capitalist society. The results showed the limits and advances in literacy teacher training policy, proposed by the National Pact for Literacy in the Age One.The development of policies for the training of teachers is an essential step for us to change the educational landscape and contribute to a truly emancipatory education and to ensure learning and our students. Through this program, changes were perceived in the pedagogical practice of teachers. However, it is essential to point out that programs do not change educational deficits overnight, because joints are needed with other political actions, which do not depend on the continuing education of teachers.
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spelling Martiniak, Vera LúciaCPF:77299990997Shimazaki, Elsa MidoriCPF:42500885968http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700089T0Cartaxo, Simone Regina ManossoCPF:71349197904http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4282024T0Stadler, Rita de Cassia da LuzCPF:58017674953http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4711179U2CPF:01668985977http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4220033A7Cruz, Mirian Margarete Pereira da2017-07-21T20:31:30Z2016-05-302017-07-21T20:31:30Z2016-03-29CRUZ, Mirian Margarete Pereira da. continued training of literacy teachers: analysis of the National Pact for Literacy in the Age One. 2016. 104 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2016.http://tede2.uepg.br/jspui/handle/prefix/1214This paper presents an analysis of the National Pact for Literacy in the Age One - PNAIC,which has been effected by the Ministry of Education, in the Brazilian states and the Federal District, since 2013. It is a continuing education program for school teachers of the Cycle Literacy. The proposed program was developed and designed in the government's management Dilma Vana Rousseff (2011/2014), in order to contribute to the process of teaching and student learning in the early years, in the area of literacy / language arts and mathematics. However, the implementation of this program coming up in structural difficulties related to the teacher's pedagogic practice, ranging from the design they have about literacy to the actual conditions for the learning process of students. So, if delineated as a central problem for the development of this research the following question: how was effective deployment and implementation of the National Pact for Literacy in the Age One (PNAIC) from the programs for continuing education teachers previously developed? For the development of the research was defined as general objective: to analyze the deployment and implementation of the National Pact for Literacy in Certain Age, from programs for continuing education of teachers that preceded it. To reach this goal, it was defined as specific objectives: to understand the historical context and its determinants,which engendered the continuing education programs for teachers in the early years of elementary school; understand the design and implementation of educational policies for continuing training of literacy teachers; pointing out the limits and advances of PNAIC. The research was carried out by means of literature, using as theoretical framework authors dealing with issues of continuing education, literacy and Historical-Critical Pedagogy. From the literature, the analysis of primary and secondary sources, related to the theme of the study allowed us to analyze the intentions and the multiple determinants that engender the continuing education of teachers. The theoretical and methodological axis is expressed by the historical and dialectical materialism, in that it enables the analysis of the total, showing the contradictions in capitalist society. The results showed the limits and advances in literacy teacher training policy, proposed by the National Pact for Literacy in the Age One.The development of policies for the training of teachers is an essential step for us to change the educational landscape and contribute to a truly emancipatory education and to ensure learning and our students. Through this program, changes were perceived in the pedagogical practice of teachers. However, it is essential to point out that programs do not change educational deficits overnight, because joints are needed with other political actions, which do not depend on the continuing education of teachers.Este trabalho apresenta uma análise do Pacto Nacional pela Alfabetização na Idade Certa – PNAIC, que vem sendo efetivado pelo Ministério da Educação, nos estados brasileiros e Distrito Federal, desde 2013. Trata-se de um programa de formação continuada de professores regentes do Ciclo de Alfabetização. A proposta do programa foi elaborada e concebida na gestão do governo de Dilma Vana Rousseff (2011/2014), com o objetivo de contribuir para o processo de ensino e aprendizagem dos alunos dos anos iniciais, na área de alfabetização/ linguagem e matemática. Entretanto, a implementação deste programa esbarra em dificuldades estruturais, e relacionadas à prática pedagógica do professor, que vão desde a concepção que possuem acerca da alfabetização até as condições efetivas para o processo de aprendizagem dos alunos. Assim, delineou-se como problema central para o desenvolvimento dessa pesquisa a seguinte questão norteadora: como se efetivou a implantação e implementação do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), a partir dos programas para formação continuada de professores desenvolvidos anteriormente? Para o desenvolvimento da pesquisa foi definido como objetivo geral:analisar a implantação e implementação do Pacto Nacional pela Alfabetização na Idade Certa, a partir dos programas para formação continuada de professores que o antecederam. Para alcance deste objetivo, definiu-se como objetivos específicos:compreender o contexto histórico e seus determinantes, que engendraram os programas de formação continuada de professores dos anos iniciais do Ensino Fundamental; entender a formulação e implementação das políticas educacionais para a formação continuada de professores alfabetizadores; apontar os limites e os avanços do PNAIC. A investigação foi realizada por meio de pesquisa bibliográfica, utilizando como aporte teórico autores que tratam das questões da formação continuada, alfabetização e Pedagogia Histórico-Crítica. A partir da pesquisa bibliográfica, a análise das fontes primárias e secundárias, relacionadas à temática do estudo, permitiu analisar as intenções e os múltiplos determinantes que engendram a formação continuada de professores. O eixo teóricometodológico é expresso pelo materialismo histórico-dialético, na medida em que possibilita a análise da totalidade, evidenciando as contradições existentes na sociedade capitalista. Os resultados apontaram os limites e avanços na política de formação de professores alfabetizadores, proposto pelo Pacto Nacional pela Alfabetização na Idade Certa. O desenvolvimento de políticas voltadas para a formação de professores é um passo essencial para mudarmos o panorama educacional e contribuirmos para uma educação realmente emancipadora e que garanta a aprendizagem e nossos alunos. Por meio deste programa, foram percebidas mudanças na prática pedagógica dos professores. Porém, torna-se fundamental ressaltar que os programas não mudam déficits educacionais da noite para o dia, pois são necessárias articulações com outras ações políticas, que não dependem somente da formação continuada de professores.Made available in DSpace on 2017-07-21T20:31:30Z (GMT). No. of bitstreams: 1 Miriam Margarete P Cruz.pdf: 968061 bytes, checksum: ff7f478e3c6b2ecade16a9f2fffc6162 (MD5) Previous issue date: 2016-03-29application/pdfporUNIVERSIDADE ESTADUAL DE PONTA GROSSAPrograma de Pós-Graduação em EducaçãoUEPGBREducaçãopolíticas educacionaisformação continuada de professoresalfabetizaçãoPNAICeducational policycontinuing education of teachersliteracyPNAICCNPQ::CIENCIAS HUMANAS::EDUCACAOFORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTAcontinued training of literacy teachers: analysis of the National Pact for Literacy in the Age Oneinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPGinstname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGORIGINALMiriam Margarete P Cruz.pdfapplication/pdf968061http://tede2.uepg.br/jspui/bitstream/prefix/1214/1/Miriam%20Margarete%20P%20Cruz.pdfff7f478e3c6b2ecade16a9f2fffc6162MD51prefix/12142017-07-21 17:31:30.84oai:tede2.uepg.br:prefix/1214Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.uepg.br/jspui/PUBhttp://tede2.uepg.br/oai/requestbicen@uepg.br||mv_fidelis@yahoo.com.bropendoar:2017-07-21T20:31:30Biblioteca Digital de Teses e Dissertações da UEPG - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.por.fl_str_mv FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
dc.title.alternative.eng.fl_str_mv continued training of literacy teachers: analysis of the National Pact for Literacy in the Age One
title FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
spellingShingle FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
Cruz, Mirian Margarete Pereira da
políticas educacionais
formação continuada de professores
alfabetização
PNAIC
educational policy
continuing education of teachers
literacy
PNAIC
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
title_full FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
title_fullStr FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
title_full_unstemmed FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
title_sort FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES: ANÁLISE DO PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA
author Cruz, Mirian Margarete Pereira da
author_facet Cruz, Mirian Margarete Pereira da
author_role author
dc.contributor.advisor1.fl_str_mv Martiniak, Vera Lúcia
dc.contributor.advisor1ID.fl_str_mv CPF:77299990997
dc.contributor.referee1.fl_str_mv Shimazaki, Elsa Midori
dc.contributor.referee1ID.fl_str_mv CPF:42500885968
dc.contributor.referee1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4700089T0
dc.contributor.referee2.fl_str_mv Cartaxo, Simone Regina Manosso
dc.contributor.referee2ID.fl_str_mv CPF:71349197904
dc.contributor.referee2Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4282024T0
dc.contributor.referee3.fl_str_mv Stadler, Rita de Cassia da Luz
dc.contributor.referee3ID.fl_str_mv CPF:58017674953
dc.contributor.referee3Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4711179U2
dc.contributor.authorID.fl_str_mv CPF:01668985977
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4220033A7
dc.contributor.author.fl_str_mv Cruz, Mirian Margarete Pereira da
contributor_str_mv Martiniak, Vera Lúcia
Shimazaki, Elsa Midori
Cartaxo, Simone Regina Manosso
Stadler, Rita de Cassia da Luz
dc.subject.por.fl_str_mv políticas educacionais
formação continuada de professores
alfabetização
PNAIC
topic políticas educacionais
formação continuada de professores
alfabetização
PNAIC
educational policy
continuing education of teachers
literacy
PNAIC
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv educational policy
continuing education of teachers
literacy
PNAIC
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This paper presents an analysis of the National Pact for Literacy in the Age One - PNAIC,which has been effected by the Ministry of Education, in the Brazilian states and the Federal District, since 2013. It is a continuing education program for school teachers of the Cycle Literacy. The proposed program was developed and designed in the government's management Dilma Vana Rousseff (2011/2014), in order to contribute to the process of teaching and student learning in the early years, in the area of literacy / language arts and mathematics. However, the implementation of this program coming up in structural difficulties related to the teacher's pedagogic practice, ranging from the design they have about literacy to the actual conditions for the learning process of students. So, if delineated as a central problem for the development of this research the following question: how was effective deployment and implementation of the National Pact for Literacy in the Age One (PNAIC) from the programs for continuing education teachers previously developed? For the development of the research was defined as general objective: to analyze the deployment and implementation of the National Pact for Literacy in Certain Age, from programs for continuing education of teachers that preceded it. To reach this goal, it was defined as specific objectives: to understand the historical context and its determinants,which engendered the continuing education programs for teachers in the early years of elementary school; understand the design and implementation of educational policies for continuing training of literacy teachers; pointing out the limits and advances of PNAIC. The research was carried out by means of literature, using as theoretical framework authors dealing with issues of continuing education, literacy and Historical-Critical Pedagogy. From the literature, the analysis of primary and secondary sources, related to the theme of the study allowed us to analyze the intentions and the multiple determinants that engender the continuing education of teachers. The theoretical and methodological axis is expressed by the historical and dialectical materialism, in that it enables the analysis of the total, showing the contradictions in capitalist society. The results showed the limits and advances in literacy teacher training policy, proposed by the National Pact for Literacy in the Age One.The development of policies for the training of teachers is an essential step for us to change the educational landscape and contribute to a truly emancipatory education and to ensure learning and our students. Through this program, changes were perceived in the pedagogical practice of teachers. However, it is essential to point out that programs do not change educational deficits overnight, because joints are needed with other political actions, which do not depend on the continuing education of teachers.
publishDate 2016
dc.date.available.fl_str_mv 2016-05-30
2017-07-21T20:31:30Z
dc.date.issued.fl_str_mv 2016-03-29
dc.date.accessioned.fl_str_mv 2017-07-21T20:31:30Z
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identifier_str_mv CRUZ, Mirian Margarete Pereira da. continued training of literacy teachers: analysis of the National Pact for Literacy in the Age One. 2016. 104 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2016.
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