Necessidades formativas de professoras alfabetizadoras de crianças: um estudo de caso no município de Natal

Abstract

This work has its genesis in our concerns with school failure in children literacy of the public education system, which aroused our interest in the training of literacy teacher of children. From the relevant experiences lived as a Scholarship Initiator to PIBID / UFRN and later in the Scientific Initiation the research triad of the present work was constituted: children's literacy / school failure / literacy teacher formation. That way, the object of study of this dissertation was defined as formative needs of teachers to alphabetize / teach children in the first three years of Elementary School. Consequently, the objectives constitute itself to investigate the formation needs of teachers in the development of the pedagogical practice of alphabetization / literacy in the first three years of Elementary School; and to elaborate the main constituent elements of a Formation Program that had as its guiding axis Teacher Formation Needs of Child Literacy Teachers. The theoretical input has as main authors Rodrigues (2006) and Rodrigues and Esteves (1993), who constitute the main references of the Needs Analysis. In order to account for the complexity of the study, the work inscribe itself in the Qualitative Approach to Research, using as methodology the Case Study and as procedures for data construction the Questionnaire, Interview, Documentary Analysis and Observation. The empirical field was the Professor Antônio Campos e Silva Municipal School, located at Mãe Luiza, in the eastern district of Natal / RN. The research subjects are 3 teachers and 1 pedagogical director. Two oriented thematic emerged from the analysis of the data, based on the principles of content analysis: cross-sectoral thematic to the teaching practice of alphabetizing literacy and specific thematic of the pedagogical practice of alphabetizing literacy – each with its respective indicators of analysis – as well as elements constituent of a Teacher Formation Program. This research allowed to know and to reflect on the needs of the formation of literacy teachers of children, at the same time that it propitiated the construction of a new meaning for our own formation. It also ratified the understanding that the analysis of teacher formation needs may lead to the construction of more meaningful and relevant formation programs because they are attuned to the real needs of the literacy teachers themselves.