PNAIC Amazonas: a emergência de novas mediações para o acompanhamento pedagógico da formação continuada de professores alfabetizadores

Abstract

This study is included in the field of research that addresses the ongoing literacy-teaching training mediated by new information and communication technologies – ICT's, focusing on distance pedagogical follow-up. It investigates the process of didactic follow-up of the continuing training of teachers within the framework of the National Pact for Literacy at the Right Age - PNAIC- in the state of Amazonas. It analyzes the use of Virtual Environment (AV) conceived and developed from a constructivist perspective by the team of the Center for Continuing Training, Technology Development and Service Delivery for Public Education Networks (Cefort) of the Faculty of Education (Faced) of the Federal University of Amazonas (Ufam). It identifies the motivations for the use of ICT's and the implications to overcome the obstacles of pedagogical follow-up in service of the (as) advisors of study and literacy students in the 62 municipalities of the state of Amazonas. It points out that implementing ongoing training programs for teachers of basic education in national and local network with the scope of the PNAIC in a state with the territorial dimension as Amazonas which requires the knowledge of its local singularities such as access to the vast majority of municipalities by river walking along long distances. It argues that meeting the second goal of the training program through the pedagogical monitoring of extra class activities and in service of study advisors and literacy providers required the management of the PNAIC within the scope of Cefort/Faced Ufam the creation of new mediation strategies with the development of virtual rooms customized in Moodle platform. It is based on Pierre Lévy's studies on intelligence technologies mediated by a virtual environment. It uses research-intervention cartography to produce the investigative path. It dialogues with extensive Brazilian educational legislation, analyzing and discussing its implications for the ongoing training of teachers and their professional appreciation, focusing mainly on literacy. The main results were found that ICT's constituted as mediators of collective intelligence and that mediations and interactions were made through hypertextual language: oral, writing, imaging, virtual both in the connections between the Ministry of Education (MEC) and universities, and this institution with state and municipal education systems, in events, in discussion and debate forums, in the dialogues between formation leaders and advisors of study. The experience of the use of ICT's in pedagogical didactic monitoring within the PNAIC was an unprecedented process in the framework of the Ongoing Literacy-teaching Training in the state of Amazonas, met the expectations and needs of the 62 municipalities of the state approaching geographical distances and favoring the production of collective intelligences. It enhanced the work of collective intelligence scans in a collaborative regime, achieved successful goals in the quality of pedagogical practice, ensured the right of teachers to ongoing education as subjects of their thinking and teaching.

Key words: Ongoing training. Literacy. New technological mediations. Pedagogical monitoring of teachers.