Formação continuada para professores alfabetizadores: um estudo de caso sobre as contribuições do PNAIC no município de Ponta Grossa

Abstract

The purpose of this thesis was to analyze the contributions of the continuing education in mathematics of the PNAIC to the pedagogical practice of literacy teachers in the municipality of Ponta Grossa. Thus, the problem that led to this study was: "Which contributions of the continuing education in mathematics of the PNAIC to the pedagogical practice of literacy teachers in the municipality of Ponta Grossa?" In order to do so, we sought to understand the themes surrounding this subject, beginning with studies on Continuing Education of Mathematics Early Years Teacher, mainly based on the writings of Nóvoa (1992, 1995, 1999, 2009), Pimenta (2012), Sacristán and Goméz (1998), Serrazina (2010, 2012, 2014), Tardif , 2012) and Zeichner (1993), among others. The text also presents studies that substantiate the National Pact for Literacy in the Right Age, focusing on the axis of teachers formation, and its context is mainly based on the theoretical contribution of Davis, Nunes and Almeida (2011) and Gatti (2003, 2008, 2009, 2011, 2013), as well as a documentary base. As a methodological proposal, this research adopted the case study, having as main author Robert Yin (2001). The research was carried out with 16 (sixteen) literacy teachers from the city of Ponta Grossa, Paraná. They were used as instruments of data collection: document analysis, questionnaires, interviews and direct non-participant observation. For the treatment of the data, we used the discursive textual analysis. The results demonstrate significant contributions of PNAIC to the teaching practice, identified in the development of disciplinary and curricular knowledge of teachers, as in the understanding of concepts inherent to Mathematics Teaching in the literacy cycle, assumed in the teaching practices, such as mathematical literacy, playfulness as a strategy for early childhood education and problem solving. In addition, the results also showed gaps that call into question the effectiveness of the proposal in the long term, such as fragility in the follow-up of the planning process, non-involvement of the school in its meso context, and disregard for other variables that directly interfere in the teacher's job. These analyzes allowed us to categorize the PNAIC training model, considering the perspectives and the training approach proposed by Sacristán and Gómez (1998), as well as to identify categories of contribution for the development of teachers professionalism recommended by Nóvoa (2009).