FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES NO ESTADO DE MATO GROSSO DO SUL: PROGRAMA MS ALFABETIZA – TODOS PELA ALFABETIZAÇÃO DA CRIANÇA

Abstract

ABSTRACT This research is associated with the "Formative Processes, Educational Practices, Differences" research line of the Graduate Program in Education at the Federal University of Mato Grosso do Sul. Based on the problem formulated to question the conception of training on which the theoretical-methodological proposal of the MS Alfabetiza Program is based, the main objective was to analyze the theoretical-methodological proposal for the continuing education of literacy teachers participating in the MS Alfabetiza Program - Everyone for Children's Literacy. Based on the framework of Historical-Cultural Theory in dialogue with Historical-Critical Pedagogy, both grounded in Historical-Dialectical Materialism, the research methodological procedure consisted of a documentary and bibliographic analysis comprising the law that established the MS Alfabetiza Program, its theoretical and methodological training framework, as well as an analysis of the continuing education modules for the years 2022 and 2023. The Program is considered to be based on the National Common Curricular Base (BNCC). There is also evidence of training with constructivist concepts regarding literacy, with an emphasis on studies by Emília Ferreiro, who presented teachers with a classroom map with hypotheses regarding the functioning of the alphabetic system, exposing the four periods in which there are different hypotheses or explanations regarding how alphabetic writing works: pre-syllabic, syllabic, syllabic-alphabetic, and alphabetic. The results show that the Program is based on a technical concept, governed by a competency-based approach with evidence of training in its formation, without theoretical strengthening or teacher participation in its organization. Its evaluation proposal is based on measurable standards, revealing large-scale external standards that go beyond assessing the literacy process. We believe that there is still a need for progress in organizing continuing education for literacy teachers. This training must, in fact, be scientifically grounded so that, when developing activities in literacy classrooms, teachers promote children's learning and foster the development of their maximum potential, fostering qualitative leaps in the appropriation of reading and writing and, consequently, in the consolidation of the literacy process.

Keywords: Continuing Education. Literacy Teachers. MS Alfabetiza Program