Formation of Literacy Teachers in Public School

Authors

DOI:

https://doi.org/10.4013/edu.2022.261.16

Keywords:

Educational Public Policies, Management For Results, Formation of Literacy Teachers

Abstract

This paper seeks to analyze the formation model offered by the programs of infant iliteracy eradication PAIC and PNAIC, with focus on experience of its implementation in the county of Russas-CE. For this purpose, the method of analysis applied is the historical-dialectical materialism, using the bibliographic research grounded mainly on Marx, Saviani, Alves, Shiroma et al., Giroux, Duarte, among others; In the analysis of the official documents that define the directives for teaching formation of these programs; and in field research. The final results show that the standard tests leads to teaching formation; cause the curricular narrowing; prevent in a large scale the teachers’ pedagogical autonomy, which they do not recognize in the craft they develop; imposes a pedagogical routine and the use of structured material in classes elaborated by companies that do not take into account the totality in which school, teachers and students are part of.

 

Keywords: Educational Public Policies; Management For Results; Formation of Literacy Teachers.

Author Biographies

Lúcia Helena de Brito, Universidade Estadual do Ceará

Doutora em Sociologia pela Universidade Federal do Ceará (UFC). Professora Associada da Universidade Estadual do Ceará (UECE), Campi Faculdade de Filosofia Dom Aureliano Matos (FAFIDAM/UECE) e do Mestrado Acadêmico Intercampi em Educação e Ensino (MAIE/UECE).

Sirneto Vicente da Silva, Universidade Federal do Ceará (UFC)

Doutorando em Educação Brasileira pelo Programa de Pós-Graduação em Educação Brasileira da Universidade Federal do Ceará (PPGE/UFC). Mestre em Educação e Ensino pelo Mestrado Acadêmico Intercampi em Educação e Ensino da Universidade Estadual do Ceará (MAIE/UECE).

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Published

2022-07-24

Issue

Vol. 26 (2022)

Section

Articles

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