Formação continuada e o fazer pedagógico docente: ressignificação das práticas alfabetizadoras?

Abstract

This article aims to reflect on the continuing education for literacy teachers, pointing out the approaches and distances between the guidelines within program such National Pact for Literacy in the Right Age and pedagogical practice. For this, a field research was carried out, with a qualitative approach, based on interviews with literacy teachers participating in the training within the scope of the program. Subsidized in the studies of Tardif, Nóvoa, Schön, Zeichner. The research sought for the treatment of data support in Grounded Theory. From the speeches given, points of convergence were identified, comprising three dimensions of analysis: training course conception of literacy and literacy and teaching practices. The research results indicate that the training path of literacy teachers is crossed by multiple knowledge arising from training, from the experience that has repercussions in pedagogical practice.