Formação continuada de professores alfabetizadores no território goiano: o programa alfamais Goiás

Abstract

This research is linked to the line of inquiry "Theories of Knowledge and Educational Practices" of the Graduate Program in Education at the Federal Institute of Education, Science and Technology of Goiás (PPGE/IFG). The aim is to understand the conceptions that guide the process of literacy for children in the Goiás territory and the ongoing professional development of teachers who teach 1st and 2nd grades of Elementary School, as reflected in the documents and didactic materials of the Goiás State Department of Education. To this end, it takes as reference formative actions and legislation from a historical perspective, offering reflections on the implementation of the AlfaMais Goiás program from 2021 to 2024.The theoretical-methodological framework adopts Historical-Dialectical Materialism, understanding reality as a historical phenomenon constituted in and through praxis, through the movement of mediations within a web of dialectical relations. The aim is to gather elements for its understanding and overcoming. The theoretical foundations are based on Marx and Engels (2007), Frigotto (2000), Vygotsky (2017), Duarte (2010), Saviani and Duarte (2010), Libâneo (2018, 2019), Silva (2018, 2021), Mortatti (2019), Goulart (2019), Albuquerque (2021), Freitas (2012), and Shiroma (2014; 2018), among others. For the study of the object, bibliographic research and document analysis were adopted as procedures. Based on an in-depth exploration of the theoretical framework and the analysis of documents, it is observed that the continuing education policy for literacy teachers by the Goiás State Department of Education (SEDUC/GO) constitutes a movement of ruptures, but also of continuities and permanences that highlight the marks of neoliberalism.