O PNAIC em questão: a formação continuada e a qualidade educacional

Abstract

The main objective of this study was to understand the possible contributions of the continuing training of literacy teachers within the scope of PNAIC (National Pact for Literacy in the Right Age, in Portuguese) to effect changes in the social quality of Math teaching in the cycle of literacy. The interest in researching the PNAIC continuing training came from the concern related to the participation of the researcher in this training as study counselor. The research, of qualitative approach, was developed as a case study. The subjects were fourteen teachers of the municipal school network in the city of Rio Verde, Goiás, who directly participated in the PNAIC developed in 2014, as students or as study counselors. The problem investigated was proposed as follows: What are the possible contributions of Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) in effecting change in the social quality of Math teaching in the cycle of literacy? The methodology was developed through questionnaire, videotaped interview, and observation. Analyzing the subject reports, the formation of PNAIC presented theoretical frailties, thus not offering enough contributions to provide changes in the practice that would lead to social quality. By the analysis based on the theoretical references that ruled the research, it was understood that the program in question was grounded in the epistemology of practice, linking the educational quality to the logic of the results. The educational product resulting from the research was a documentary on the experience of teachers who participated in the training by PNAIC. With it, we intend to contribute to other analysis of the program, aiming to expand the debate on programs of continuing training of teachers implemented by educational policies, focusing on the epistemology and the meaning of quality implicit in them.