À sombra das árvores pantaneiras: a escuta das necessidades formativas de alfabetizadoras da rede municipal de ensino de Corumbá-MS no contexto da pandemia de covid-19

Abstract

This research is part of the Master's Program in Education within the Graduate Program in Education at the Federal University of Mato Grosso do Sul, Pantanal Campus, focusing on Social Education, under the research line "Educational Practices, Teacher/Educator Training in School and Non-School Settings." With the COVID-19 pandemic, teachers and students had their routines altered, necessitating social distancing, which in turn led to changes in the format and methodology of education, particularly in children's literacy. Thus, the desire arose to investigate the formative needs during the COVID-19 pandemic from the perspective of literacy teachers. The guiding problem was the absence of specific training to continue the pedagogical work in literacy within the pandemic context. The general objective was to understand the perspective of literacy teachers in the municipal education system of Corumbá-MS on their formative needs during the COVID-19 pandemic from 2020 to 2021. The specific objectives were: (i) to characterize the teachers' views on the concept of continuing education; (ii) to identify the training strategies used by teachers during the pandemic period (2020-2021); (iii) to identify the specific training demands to address the localized needs of teachers; and (iv) to reflect on the literacy teacher's training needs. With a qualitative, exploratory, and descriptive approach, the research employed a questionnaire to locate participants and interviews with six literacy teachers from the Municipal Education Network of Corumbá who worked during the pandemic (2020-2021) in 1st and 2nd-year classes of the early years of elementary school. For data collection and analysis, we opted for the reflective interview principles suggested by Szymanski, based on three axis of analysis, with categories seeking recurrences and singularities in the testimonies. The results highlighted a conception of continuing education linked to pedagogical practice, which occurs as a whole, in individual and/or collective readings, and in interaction with the community. It is understood that it is shaped by the teacher's pursuit (needs) and also by external projects sent by the government. It is related to the act of studying and teaching and needs to be carefully considered, starting from the teachers' experience and needs. Regarding the training strategies used by the teachers during the pandemic period (2020-2021), the interviewees reported that there was no specific training for literacy during the pandemic. There were actions promoted by Semed-Corumbá; however, these did not meet the criteria of that specific moment, learning collectively with their peers. The need for listening was evident, emphasizing that they needed to be heard and had specific training needs. This research aimed to contribute to the deepening of discussions on the training of literacy teachers, fostering reflection on continuing education that is based on the formative needs of literacy teachers.