A formação continuada de professores de língua portuguesa na educação de adolescentes, jovens e adultos: um estudo sobre as ações formativas na rede municipal de ensino de Goiânia
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2022-02-24
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Universidade Federal de Goiás
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In Brazil, illiterate adolescents, young and adults are still challenges to be faced, because, in this condition, they are faced with a literate society and need knowledge for their communication in the fight for their rights, in an excluding educational system, designed to few, mainly the EAJA modality. In this way, EAJA needs professionals prepared to work with teenagers, youth and adult students. This work aim to investigate how continuing education of Portuguese teachers occurs at Secretaria Municipal de Educação de Goiânia. The research also seeks to verify if the current model of continuing education of the SME can meet its particularities; to describe the vision of the EAJA teachers, identify the impact of continuing education on the practice of these teachers and analyze the language/language conceptions of the teachers. To support this work, the research is supported by authors such as Paiva (1983), Machado (1998, 2000), Vieira (2004), Oliveira (1999), Freire (1983, 1987, 2002), Frigotto, Ciavatta e Ramos (2005), Geraldi (2010); Sampaio e Santos (2018), Romão (2006), Di Pierro (2001), Ciavatta (2005), Prodanov e Freitas (2013), Vygotsky (1995, 2000, 2001, 2004, 2007 e 2009) among others. We also emphasize the use of the normative documents that govern the educational laws of Brazil and ensure the rights of learning and development: Constituição Federal (1988), Lei de Diretrizes e Bases da Educação Nacional nº 9.394 (1996), Diretrizes Curriculares Nacionais Gerais da Educação Básica (2013), Plano Nacional de Educação (2014) and Base Nacional Comum Curricular (2017). In addition to these legal provisions, mandatory documents from the SME were also investigated. DC-GO Ampliado (2020); Concepções e Orientações do Trabalho Pedagógico (2020); DC Goiânia-EAJA (2019); Matriz Estruturante da EAJA (202). The methodology adopted for this study is a field research with a qualitative approach. The research subjects are 8 te education professionals, 3 trainers and 5 teachers that work at EAJA. The investigation took place in stages. The first stage consisted in the reading and discussing of legal documents. In the second stage, questionnaires were applied to 3 SME trainers and 5 EAJA teachers. In the third stage, an interview was carried out with the 3 trainers and the 5 teachers. Finally, in the fourth step, data analysis was performed based on the research questions. The data revealed that, in recent years, there has been no specific continuing education for the Portuguese curricular component directed to EAJA. Regarding to the trainers, data showed that they have a conception of language and language aligned with enunciative studies and also aligned with current official documents; they consider that continuing education is not intended to offer 'ready-made recipes' for teachers, but to discuss and perceive possibilities for the development for teaching with quality; they conceive of reading and writing themes that permeate all other curricular components and that, therefore, can constitute a possible path to continuing formation, in addition to seeing in the exchange of experience a possible and important modality of continuing education. In relation to the teachers, the research showed that they conceive language as processes of interaction, in which there is dialogism in Bakhtinian terms; individually seek training through specialization, master's, doctorate, participation in research groups, short courses, reading, internet searches etc. The research also showed that the Portugues teacher's continuing formation needs to consider, in a balanced way, the importance of theory to support practice. Investigations like this can contribute to science and to the school community of the EAJA modality, since they can provide scientific subsidies to improve public policies of continuing education for teachers who work in a segment as important as the education of adolescents, young and adults.
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SARAIVA, E. A formação continuada de professores de língua portuguesa na educação de adolescentes, jovens e adultos: um estudo sobre as ações formativas na rede municipal de ensino de Goiânia. 2022. 170 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2022.