O direito da criança à educação de qualidade: uma formação docente viabilizando a prática escolar com letramentos

Abstract

In order for the school to guarantee quality education in keeping with modernity, it is important that this institution satisfactorily meets the needs that Education documents guide for teaching in the 21st century in Brazil. Among the social functions that early childhood education has, treating the child who enters school already literate, providing opportunities for contact with the various types of literacy, is to enable a meaningful education for their life in society. Pre-School needs to be involved in literacy, providing the child with contact with the social practices of reading and writing, from the beginning of their schooling. In this sense, an action-research was carried out in the municipality of Vista Serrana-PB that reached all pre-school teachers in that location. This research was motivated by the following problem question: taking into account the child's right to quality education, how can pedagogical training enable the insertion of work with literacy in Pre-School? As an answer to this question, we start from the hypothesis that the teacher's lack of knowledge about the importance of literacy, as a school practice of reading and writing, can compromise the quality of children's education in the first stage of Basic Education. The general objective of this research is to investigate the contributions of a teacher training course to the redefinition of knowledge about the literacy of pre-school teachers in the city of Vista Serrana-PB. And as specific goals: 1) analyze the literacy approach in Pedagogical Political Projects of preschools in the researched municipality; 2) subsidize the literacy practices of preschool teachers through a pedagogical training course; 3) evaluate the effects of this training course on the teacher's understanding of pre-school literacy. The survey took place remotely, due to the Covid-19 pandemic. Several scholars have contributed to the theoretical foundation of this research in various aspects, including, with regard to teacher education, the following stand out: Alarcão (1996), Antunes (2010), Freire (1997) and Imbernón. In terms of literacy and early childhood education, the following stand out: Assolini (2006), Brandão (2011, 2021), Leal (2020), Soares (2004, 2009, 2020a), Street ( 2014), and Teberosky (2003). In the area of literacy and literacy, the following stand out: Abramovay (1985), Cagliari (2005), Kleiman (1995, 2005), Rojo (2005), and Tfouni (2010). In the field of literacy and new technologies, the following stand out: Aranha (2016, 2017, 2018, 2020, 2021), Brito (2008), Coscarelli (2009, 2017, 2018, 2019), Frade (2018), Ribeiro (2014) and Rojo (2012). The research allowed for the development of significant pedagogical actions among the teachers participating in the training and, for a better use, an Educational Product was created and distributed, so that the teachers could deepen theoretical studies on the work with literacy in the pre-school phase. This study also highlighted that reflections on literacy practices in pre-school need to be more common in the dialogues between school, teachers and family.