dc.contributor | Dalla Corte, Marilene Gabriel | |
dc.creator | Gelocha, Elizandra Aparecida Nascimento | |
dc.date.accessioned | 2018-02-23T11:59:37Z | |
dc.date.accessioned | 2019-05-24T21:09:42Z | |
dc.date.available | 2018-02-23T11:59:37Z | |
dc.date.available | 2019-05-24T21:09:42Z | |
dc.date.created | 2018-02-23T11:59:37Z | |
dc.date.issued | 2016-02-24 | |
dc.identifier | http://repositorio.ufsm.br/handle/1/12515 | |
dc.identifier.uri | http://repositorioslatinoamericanos.uchile.cl/handle/2250/2846157 | |
dc.description.abstract | This study aims at analyzing the National Agreement for Literacy in the Proper Age (PNAIC)
and its relation to the National Policy of Training for Teachers of Primary Education in Brazil
considering the discussions arising from the scientific production over this program from the
government, as well as educational legal frameworks. The methodology adopted for this study
is characterized as exploratory, drawing on the document analysis of the pertinent educational
legislation and data collected from scientific production of national and regional level,
particularly through the state of art of the National Association of Graduation and Research in
Education (ANPEd) and the National Association of Graduation and Research in Education of
the South Region (ANPEd Sul). In order to support this study, the theoretical framework used
was based on authors that discuss initial and continuous training of teachers, among them
Gatti (2012), Dalla Corte, Sarturi (2015), Libâneo (2012) and Oliveira (2012), as well as laws,
resolutions and reports about the policies for teacher training in Brazil. The systematization
and the analysis of what was produced about the policy for continuous training of PNAIC are
important in order to produce a reflection over the main limits, possibilities and contributions
of the Program for the training and action of education professionals, bearing in mind that
continuous training is an important condition for continuous learning, which contributes to the
teachers [re]signification of educational practices, as well as their personal, cultural, and
professional development. This study allows us to think over the main limitations presented
by this program regarding training and performance of education professionals, given that
continuing education is an important condition for lifelong learning. The reviewed scientific
articles point out that PNAIC policy is improving school education and literacy, as it offers
the teachers the opportunity to read, study, discuss with their peers, keep themselves informed
and updated in an environment of collective and shared planning. The limitations revealed by
the analyzed articles were: teachers’ struggle for understanding literacy concepts; lack of
adherence to proposals for continuing education; trainers unpreparedness; more attention of
related parties on discussing and idealizing processes of continuing education of teachers. | |
dc.publisher | Universidade Federal de Santa Maria | |
dc.publisher | Brasil | |
dc.publisher | UFSM | |
dc.publisher | Centro de Educação | |
dc.rights | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.rights | Acesso Aberto | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
dc.subject | Políticas públicas | |
dc.subject | Formação de professores | |
dc.subject | PNAIC (Pacto Nacional de Alfabetização na Idade Certa) | |
dc.subject | Public policies | |
dc.subject | Teacher education | |
dc.subject | National agreement for literacy in the proper age | |
dc.title | O pacto nacional pela alfabetização na idade certa e a formação de professores | |
dc.type | Trabalho de Conclusão de Curso de Especialização | |