Formação do professor alfabetizador: competências e aplicações nas práticas de alfabetização e letramento.

Abstract

The present work presents results of a research developed with four literacy teachers from the municipality of Boa Ventura - PB, who work in the pact for literacy of the right age (PNAIC). The purpose of this study is to investigate why the literacy teacher encounters difficulties in appropriating theories that underlie the principles and training materials of the PNAIC. In order to do so, the postulates of Keliman (2005), Bortoni - Ricardo (2006), Rojo (2009), Cagliari (2009), Soares (2009, 2013), Tfouni (2010) , Ferreiro and Teberosky (1999), Morais (2012), Ferrante (2007), Capovilla and Capovilla (2000). As far as data analysis is concerned, it has been developed through a field research and document within a qualitative approach, when considering the result of the questionnaire applied to teachers, as well as testimonies of the focus group and analyzes of the curricular components of six Pedagogy Courses. As a result, it is concluded that most literacy teachers need a deepening of linguistic studies, which will allow them to understand the linguistic contents of the PNAIC formation, as well as a conscious and efficient performance in the literacy cycle, since pedagogical courses, even dedicated to the training of literacy teachers, do not include in their curricula specific subjects of theoretical linguistics that give support to the teaching practice, considering that all the procedures for the literacy process involve the methods of linguistic analysis. These results pointed to the elaboration of a proposal of intervention that consists of a course of extension in linguistic theories that gives support to the teaching practice to be applied next to the literacy teachers of the Municipality of Boa Ventura - PB.