Desenvolvimento profissional de professores alfabetizadores numa perspectiva colaborativa com base em avaliações diagnósticas dos estudantes

Abstract

The research arises from questions that were constituted during my teaching practice for ten years, as a literacy teacher and from my experience as a trainer/advisor of studies in two Continuing Education Programs for Literacy Teachers of the Federal Government - Pró-Letramento - Literacy and Language (2005 - 2010) and National Pact for Literacy in the Right Age (2012 - 2017) - carried out with literacy teachers from the municipality of Comendador Levy Gasparian, in the state of RJ. In this context, I proposed, in this thesis, to provide teachers with a training format, based on the concept of teacher professional development, an overview of studies on the linguistic, cognitive and sociocultural processes necessary for the development of reading comprehension, through monitoring and of the record of such development, starting from an evaluation instrument called reading protocol. Thus, the research question of the study is: “How does the professional development of teachers for literacy teachers take place based on the results of diagnostic assessments on the processes of appropriation of written language by students and on the systematic teaching of reading strategies?” To understand this question, a qualitative longitudinal methodological approach was used, based on the collaborative research approach (IBIAPINA, 2016), as the students were followed up for two consecutive academic years: 2018 and 2019. was based on the theoretical assumptions about literacy and literacy by Soares (2014; 2016; 2017), about the teaching of reading strategies by Solé (1998) and Girotto and Souza (2010), appropriation of Morais' Alphabetic Writing System (2012a; 2012b) and reading of Kleiman (2000; 2002; 2020) and Koch and Elias (2010). literacy teachers in the context of professional development. In this direction, the investigation made it possible to verify that the professional development of literacy teachers based on the results of diagnostic evaluations on the processes of appropriation of written language by students, took place from a dialogic process that revealed many knowledge and practices of those teachers. A dialogic process that allowed literacy teachers to confront their certainties and uncertainties about children's learning to read. In this context, it was possible to state that the reading protocol proved to be an effective diagnostic assessment tool, allowing literacy teachers to identify how children appropriated written language and how they used reading strategies to interact with different genres. The analysis of the reading protocol allowed the literacy teachers to understand valuable clues for reflections on the literacy practices carried out by them. In addition, the application of the protocol over three consecutive years made it possible to monitor the development of important reading skills by the students, as it was observed that, from the 1st to the 2nd year, children were able to develop, mainly, skills related to appropriation. of the SEA. Furthermore, from the 2nd to the 3rd year, we verified the appropriation of skills related to the adoption of reading strategies for interaction with different genres, reading and understanding them.