Políticas públicas de formação continuada de professoras alfabetizadoras: entrelaçando fios enunciativo-discursivos sobre o pró-letramento e o pacto nacional pela alfabetização na idade certa
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Data
2025-06-27
Autores
Mairink, Leni Rocha
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Universidade Federal do Espírito Santo
Resumo
The research aims to engage in dialogue with academic studies that have discussed the continuing education programs for literacy teachers — Pró-Letramento and Pacto Nacional de Alfabetização na Idade Certa — in the period from 2006 to 2024 seeking to understand, actively and responsively, the evaluative considerations produced within these studies regarding these programs, while also comparing this dialogue with other enunciations and/or texts. It is characterized as a qualitative bibliographic review, whose corpus consists of academic Productions retrieved from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior and Biblioteca Digital Brasileira de Teses e Dissertações databases. The research is based on the enunciative-discursive conception of language, grounded in Bakhtinian studies. The results revealed a recurrent discontinuity in federal continuing education programs, with no consistent evaluations conducted by public authorities. Furthermore, there is a noticeable tendency towards the standardization of teaching practices, which limits teachers' autonomy, creativity, and critical reflection, while reinforcing their accountability for students' performance, particularly in external assessments. This scenario disregards structural factors that directly affect the teaching and learning process and reduces literacy to a tool focused on developing functional skills and competencies to meet market demands, thereby emptying its historical, cultural, and symbolic dimensions, which are fundamental for human development. Despite these limitations, continuing education policies remain a relevant strategy for strengthening teaching professionalism and fostering the construction of new meanings in the relationship between theory and practice.
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Formação continuada , Avaliação de políticas públicas , Pacto Nacional de Alfabetização na Idade Certa