O PNAIC e a formação continuada de professoras alfabetizadoras: uma realidade no município de Humaitá - Amazonas

Abstract

This research had the objective of studying the National Pact for Literacy at the Right Age (PNAIC) in the context of the continuing education of literacy teachers, developed in the Post-Graduation Program in Science and Humanities Teaching of the Institute of Education, Agriculture and Environment, from the Federal University of Amazonas. In this work, we sought to investigate the following scientific problem: How can PNAIC contribute to the continuing education of literacy teachers in the context of teachers’ performance? This problem advises of the complexity of the teaching profession in which the teacher is charged, supervised and, in most cases, does not have enough time to dedicate him/herself to the real learning needs of the students. The objective of this investigation was to understand the production contexts of the training policies developed by PNAIC, for literacy teachers in the municipal education system of Humaitá / Amazonas, in the period from 2018 to 2019, which meant the option for the theoretical and methodological framework based on the cycle of policies built through documentary and field research, with the use of participatory observation and semi-structured interviews with ten participants. From the analysis of the findings, based on the policy cycle, we can conclude that the training process through PNAIC has developed many obstacles and difficulties, with setbacks ranging from the lack of available places to the lack of time and material in adequate quantity to carry out the proposed activities; in addition to the evasion / absence of education professionals in the course, in particular, those who were open to tender and worked in the urban area. In this process, we identified that literacy teachers experienced many challenges and limitations related to working with games and didactic sequences due to the lack of resources and teaching materials, which are scarce in schools / communities and are not available in the necessary quantity by the Municipal Department of Education, as well as the lack of institutional support for teachers. Thus, it was possible to verify that the literacy teachers articulated the different knowledge and knowledge developed in the training, in each space and school contexts, since it is not always possible to contemplate all the contents and games produced in the PNAIC in the school context, as there are charges in relation to school content, tests, deadlines and other demands, which ends up overloading teachers with excessive bureaucratization and various activities that impact their lives through performance. Keywords: PNAIC. Teacher Formation Policies. Continuing Education. Policy cycles.