O Programa Pacto Nacional pela Alfabetização na Idade Certa – PNAIC – e suas implicações na formação e na prática pedagógica do professor alfabetizador

Abstract

The main objective of this work is to analyze the PNAIC program and its implications for the organization of the pedagogical process of the Literacy Cycle, starting from the continuing formation of literacy teachers. The initial interest in the research was due to my professional experiences with the Literacy Cycle and with the object of study, as I acted as a PNAIC program teacher in the years 2013, 2014 and 2015. The theoretical contribution is based on several experts in the area of education, literacy and literacy, which underlie the PNAIC program, such as Emília Ferreiro, Magda Soares, Arthur Morais, Mikhail Bakhtin, Francisco Imbernón, José G. Sacristán, in order to articulate empirical knowledge with scientific knowledge. We seek to place literacy as a problem in the order of schoolwork organization, which is objectively proposed by the PNAIC program. Therefore, we defined three specific objectives: characterize the literacy and literacy conceptions of the literacy teacher, considering their formative course and the bases of the pedagogical proposal of the PNAIC; to describe and analyze the process and mediations of the pedagogical work of the Literacy Cycle from the literacy perspective and to analyze the implications of the PNAIC program for the organization of school work, with reference to the literacy proposal from the literacy perspective for the Cycle of Literacy. Literacy. In order to reach the proposed objectives, we organized the methodological trail based on the techniques of semi-structured interview, participant observation and documentary analysis, having as a research site the classes of the Literacy Cycle of an urban school in the municipality of Parintins / AM. The work was organized in three chapters. The first one will assess the basis for the PNAIC program, focusing on the theoretical conceptions that support this program and also highlighting the relationship between pedagogical practice and the teaching and learning conception proposed by the PNAIC program. In the second chapter, we highlight the specificities and advances of the PNAIC program, in the historical context of the formation of literacy teachers, establishing a relationship with the other basic teacher education programs that preceded the PNAIC program, such as PRALER and Pró-literamento. The third chapter includes the field research carried out in an urban school in the municipality of Parintins. Firstly, we will explain the characteristics of the school and the subjects of the research, the routine of the classes of the Literacy Cycle, the organization of space and pedagogical time in this school phase. The research reveals that the methodological proposal of the PNAIC program, developed during the continuous training, focused directly on the pedagogical practices of literacy teachers, because elements of the proposal were incorporated into the routine of the teachers with the literacy classes. The ideas and use of the resources proposed by the PNAIC program were found to be viable in pedagogical practice. However, it is worth noting that the implications of the PNAIC program have not yet effectively altered the organization of the pedagogical process of the school and the education secretariats, and it is necessary to reflect and discuss the PNAIC proposal as the main public policy for the Literacy Cycle.