Formação continuada de professores alfabetizadores na rede pública municipal de São Luís – Maranhão: desafios e perspectivas para alfabetização e letramento

Abstract

This study presents a reflection on the Continuing Education of literacy teachers, focusing on the results of the National Literacy Assessment (ANA), in the time frame from 2013 to 2016, more specifically on the development of reading and writing skills of students in the third year of the cycle Literacy Based on these considerations, the problem situation arose: how can continuing education at Núcleo Coroadinho contribute to the improvement of teaching practice, which may affect the learning of reading and writing by students in the 3rd year of the literacy cycle? As a general objective of the research, we seek to understand how, through continuing education, we can contribute to teaching practices aimed at literacy at the Coroadinho Center, of the São Luís Municipal Public Education Network, with the expectation that this practice focus on improving student learning. This objective unfolds in the following specific objectives: to describe the relationship between the results of ANA, the classroom management of literacy teachers and the development of reading and writing skills by students in the Literacy Cycle; to analyze literacy teaching practices and their possible relations with the low level of proficiency in reading and writing by students of the Literacy Cycle in the São Luís Municipal Public System and proposing an action plan, aimed at continuing teacher education, aimed at enhance and contribute to leverage levels of proficiency in reading and writing in the literacy cycle. The research approach is qualitative and the type is a case study, with data production through semistructured interviews and a questionnaire applied to twenty teachers. The theoretical contextualization about the continuing education of teachers had the contribution of authors such as Gatti (2008), Kleiman (2008), Leal (2015), Menegão (2016), Moraes (2005), Soares (2003, 2004, 2007, 2016), Soares, Tardif (2000) and Street (2003; 2014). It is concluded, from the study, that the continuing education needs a more in-depth discussion as an instrument of professionalization, having the school as a privileged place for its development. In the researched Nucleus, continuing education in service has its organization and elaboration centered on the figure of the pedagogical coordinator. However, the material conditions, the design and the methodology applied in the existing continuing education actions have had an unsatisfactory repercussion with regard to the development of a pedagogical practice more focused on interventions that enhance the reading and writing skills of students in the cycle Literacy In order to revert this situation, it is necessary to elaborate an Educational Assistance Plan (PAE), aimed at the continuous training of literacy teachers who are part of the Coroadinho Center.