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Teacher formation: changes and continuities between the PNAIC and ler e escrever program

Grant number: 15/18949-2
Support type:Scholarships in Brazil - Scientific Initiation
Effective date (Start): January 01, 2016
Effective date (End): December 31, 2016
Field of knowledge:Humanities - Education - Specific topics in Education
Principal researcher:Elvira Cristina Martins Tassoni
Grantee:Camila Mattos dos Reis
Home Institution: Pró-Reitoria de Pesquisa e Pós-Graduação. Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil

Abstract

This research has the purpose to study the official documents governing the PNAIC, federal program of continuing formation of literacy teachers. The goal is to understand how the proposed PNAIC's teacher formation is build, investigate what differentiates this proposal and the proposal of the Ler e Escrever Program, São Paulo state program of continuing education for teachers in the early years of elementary school, which is still in effect, together with PNAIC. The research is qualitative and it will be conducted through documentary analysis. The analysis material contains the proposal of formation for the teachers from the first to the third year of elementary school, and it will be achieved through access to the Ministry of Education's website. The study of this material will bring possibilities to understand the principles that underlie the proposed formation and how it is realized in practice. After this study, another will occur: the documents related to the Ler e Escrever Program, based on productions within the framework of the Post-Graduation Program in Education at PUC-Campinas, about the formation proposal of the Ler e Escrever Program. This will make it possible to establish comparisons between the two proposals. It is expected to contribute to greater understanding of the most current trends of teacher formation policies and for clarity relation to advances, permanence and setbacks stays in frequent changes of formation of literacy teachers programs.

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