Programa de Formação de Professores Alfabetizadores, PROFA : da teoria à prática na REME de Três Lagoas, MS

Abstract

This research develops a study on ongoing formation, focusing on the implementation of the Training Program of Literacy Teachers [PROFA]. It is situated in the municipality of Três Lagoas [MS], using as its reference the ninety-two participants of the course during the year 2002/2003, and their repercussion on pedagogical practice. We used the theoretical framework of the following authors: Pimenta (1994, 1996), Nóvoa (1995, 1999), Schön (1995; 2000), Zeichener (1995), Alarcão (1996), Ferreiro e Teberosky (1986), Magda Soares (2002), Smith (1999), among others. The studies used for the methodological development followed presuppositions of the qualitative research: data collection was done through questionnaires, semi-structured interviews and the analysis of the program’s documents. We used the technique of discourse analysis [Bardin, 1977] and with the aid of the analytical grill selected explicative categories from discursive assertions. Ninety-two professors/literacy teachers, supervisors, directors, a trainer and a national-level coordinator of the PROFA were involved. Results showed that the PROPFA contributed to the development of a reflexive postures facing proper practice, reconceptualization of the concept of literacy training, evaluation, the sharing of knowledge and experiences, the habit of study, really effective continuous education, and daily consultancy. Participants evidenced the lack of continuity of public policies that disfavors the continuity of pedagogical work as well as the excessive numbers of students in classrooms, and the lack of pedagogical accompaniment in many schools. The study showed the necessity of a deeper debate on the teacher training actions where they can feel they are really participating.