Formação leitora de professores : o que nos dizem as propostas de formação continuada colimadas nos projetos políticos de desenvolvimento dos CEFAPROS?
Data
2022-03-09
Autores
Costa, Alessandra
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Editor
Universidade Federal de Mato Grosso
Resumo
This research is associated with the Graduate Program in Education at the University Campus
of Rondonópolis and the Federal University of Mato Grosso (PPGEdu-CUR-UFMT), in the
research line of Language Culture and Knowledge Construction: historical and contemporary
perspectives, and with the Literacy and School Literacy Research Group (ALFALE). The object
of this study is reading and the proposals of continuing training of CEFAPRO teachers
regarding teacher reading training. The research intends to discuss and answer the following
question: What are the existing contributions and weaknesses in the continuing education
proposals offered by Cefapros for the development and promotion of reading for literacy
teachers and Portuguese teachers in Elementary Schools in the state education network,
regarding their reading training? As secondary questions, it is proposed: Does the diagnosis that
constitutes the Political Project for the Development of Cefapros (PPDC), in theory, built from
the needs of schools, points to the need for continuing education that includes the development
of reading? What are the approaches and the place that reading occupies in the continuing
education proposals offered by Cefapros to teachers? By seeking answers to these questions, it
was established as a general objective to analyze the contributions and possible weaknesses in
proposals for continuing education offered by Cefapros for the development and practice of
reading for literacy teachers and Portuguese teachers of Elementary Schools of the state
education network. The specific objectives are: To verify if the Political Project of the Cefapros
refers to the need for continuing education that includes the reading of literacy teachers and
Portuguese teachers; To identify if there is a need for continuing education that includes the
improvement of teachers' reading in the diagnosis of the Political Project of Cefapros,
constituted by demands that emerge from the schools in the network; To relate the needs
presented in the diagnosis with the continuing education proposals offered annually by the
training centers; To analyze the place and meaning of reading and reading training of teachers
in proposals for continuing education. The research used a qualitative approach, and the
methodological procedures were documentary research, through content analysis, based on
Bogdan and Biklen (2006), Bardin (2016), and Franco (2018). Furthermore, the main authors
who supported the study were: Gandin (2001) and Veiga and Fonseca (2008), who based the
discussions on the Political Project, and Vasconcellos (2002), those related to the diagnosis.
Nóvoa (2014), Imbernón (2011), among others, based the reflections on teacher training and
Rocha (2001, 2010, 2019), those concerning Cefapro. The theoretical contribution regarding
the reading training of teachers was based on Silva (2014), Kleiman (2011-2013), Yunes
(2016), Andrade (2007). The data showed that, although proposals for continuing education
that address the theme of reading and teacher reading training permeate the documents, most
of them are related to overcoming the low performance of students in external and internal
evaluations, leaving 3% of the proposals to contemplate the objective of this research. The result
of the investigation pointed to the need to reflect on the process of continuing education of
Cefapros, to overcome fragmentation, articulating actions with the real needs of teachers,
considering the diagnosis beyond the indexes, aiming to pave the way for the promotion of
significant changes in reading teaching activities and practices in a perspective of training
critical individuals.
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Citação
COSTA, Alessandra. Formação leitora de professores: o que nos dizem as propostas de formação continuada colimadas nos projetos políticos de desenvolvimento dos CEFAPROS? 2022. 139 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2022.