A formação continuada de professores: repercussões na prática docente em Patos – PB

Abstract

This research addresses the importance of teaching practice of elementary public school teachers in the city of Patos - PB and their experiences as a teacher and students in the Pró-letramento (Pro-Literacy) Program in Language and Literacy course. Our proposal is to reflect on the implications of this formative experience in program and educational activities that they develop in the early years of elementary school. With this, we tried to discuss the impact of teaching practice in the years of 2011 and 2012 Pro-Literacy (Pró-letramento) Program. The aim of this study is to sift the applicability of the Continued Elementary Teacher Formation Program: Pro-literacy, in the area of Alphabetization and Language in the pedagogical practice of teachers in the public schools of the city of Patos - PB. This is a qualitative research study of case, which questionnaires, portfolios, spreadsheets and official documents relating to the object searched were used. The study is based on approaches developed by Gatti (2011), Tardif (2009), Nóvoa (2009), Kleiman (2008), Scott (2001) and Smith (2004). The Pro-literacy (Pró-letramento) represents an improvement of methodologies related to issues of literacy of children in the early years. Evidence although this program presents difficulties that were observed throughout this study and confirmed by the narratives of the course participants, it still represents an advancement in continuing education of teachers.