Formação continuada de professoras alfabetizadoras em matemática: a experiência no pacto nacional pela alfabetização na idade certa

Abstract

The continued formation of teachers for the initial years of Elementary School, through the National Pact for Literacy at the Right Age (PNAIC), public policy implemented throughout the country in 2013, sought to contribute to the development of actions that have as main objective all children fully literate until eight years of age. The PNAIC proposes better teaching-learning, constant reflection on the pedagogical practice, strengthening and appreciation of the teaching career. The objective of this research was to understand which were the perceptions of the literacy teachers participating in the PNAIC/2014 in Mathematics regarding the studied themes and the proposals for classroom behavior, present during this formation course. The theoretical reference was based on a bibliographical research directed to the initial and continued formation of the literacy teacher, emphasizing on the formation of Mathematics literacy teachers. In addition, a few legal instruments, which guarantee the right to education in Brazil, and aspects related to the pillars of education for the initial years of Elementary Education (literacy and alphabetization), were presented. The collected data were qualitative in nature, derived from a semi-structured questionnaire and a semi-structured interview script applied to a group of eight literacy teachers participating in the PNAIC/2014, in the municipality of Lavras-MG, Brazil, who agreed to participate in this study. The data analysis followed the Bardin method, with the elaboration of categories. Based on result interpretation, the main perceptions of the program were: (1) courses such as PNAIC are not, in themselves, capable of immediately changing education, but represent an important step in a long journey; (2) the participating literacy teachers have not yet allied the theoretical culture of the study to the practice; (3) even as participants of the PNAIC/Mathematics, the teachers still have difficulties with current concepts and terms; (4) there are certain difficulties in conceptualizing terms related to mathematical language; (5) the formation culture of polyvalent teachers leads to difficulty, and even insecurity, in teaching contents, especially Mathematics; (6) teachers generally do not feel supported by education professionals and institutions, especially by the pedagogical supervisor; and (7) the material presented and used was well accepted and has great potential for use. The findings of this research serve as diagnosis of the continued formation of teachers and can subsidize future public policies in the municipality of Lavras, in order to guarantee the rights to quality education to all.