O desmonte da política de formação de alfabetizadores da SEMED/ Manaus

Abstract

This thesis aims to understand the dismantling of the continuing education policy for literacy teachers in the municipal education system, more particularly the training strategy in centers of the Professional Development Division of the Teaching Profession (DDPM), based on a privatizing and marketing logic of SEMED-Manaus and its implications for training processes and literacy action. The research is linked to the GPPE/CNPq/UFAM; to the research line 2- State, Public Policies and Education Management at PPGEDA, with support from CAPES and FAPEAM. To achieve the

proposed objectives, a field research was carried out in a municipal school with follow- up, through dialogic groups, of three literacy teachers, documental analysis of legal

provisions on literacy and literacy training programs implemented at the federal level. In the local context, we chose to examine the training strategy of the Professional Development Division of the Magisterium (DDPM), the sector responsible for training teachers in the municipal network of Manaus, focusing our analysis on the training strategy in a collaborative hub/network, considering it to be the formative strategy to serve a greater number of literacy teachers in the network, in addition to other normative instruments such as a pedagogical proposal for the early years, Municipal

Education Plan and Amazonian Curriculum Reference, comparing with SEMED- Manaus literacy projects and programs derived from the gigantic logic privatization of

the municipal network, materialized by the Manaus Public Network Educational Expansion and Improvement Project (PROEMEM) and Integrated School Management (GIDE), focusing our investigation on the advancement of the management of the municipal Literacy Policy by the Ayrton Sena Institute, whose Program for Literacy Management (PGA) was the embryo of a draft of a Municipal Literacy Policy and the most recent Municipal Literacy Curriculum. The contradictions found in the data were validated by the voices of the teachers investigated in the empirical research and by the voices of their peers, revealed in the resistance movement that emerged during the writing of this research and contextualized in this study. The theoretical framework is based on the contributions of Karel Kosik, Paulo Freire, Magda Soares, Maria do Rosário Mortatti, Karl Marx, António Nóvoa and other authors of national relevance in the context of public education policies. Thus, the investigation revealed the dismantling of an important literacy training policy, indicating the need to rethink the necessary bases for a municipal literacy and literacy training policy that effectively guarantees the human and social right to learn to read and write for our children in public schools, ensuring spaces for discussion and participation of teachers in the development of these policies, in the collective debate on the curriculum, which they will develop in their training paths, and in the improvement of the objective conditions of their work, in addition to the necessary bringing the university closer to public schools, in order to promote lifelong learning and literacy through which the long process of humanization through education begins.