Formação continuada em serviço dos professores alfabetizadores de Francisco Beltrão-PR

Abstract

This research was developed in the Master's Program in Education at the State University of Western Paraná (Unioeste), Francisco Beltrão (PR) campus, within the research line "Culture, Educational Processes, and Teacher Training." It is affiliated with the Study and Research Group on Teaching, Learning, and Historical-Cultural Theory (GEPEATH). The theme of this research is literacy teacher training, focusing on the theoretical and methodological foundations of in-service training for literacy teachers in the municipality of Francisco Beltrão (PR). Our overall objective is to understand the theoretical and methodological assumptions underlying the in-service continuing education of literacy teachers in the municipality of Francisco Beltrão, from 2013 to 2023. Due to the specific context under analysis, this research is a case study. The methodology used was a literature review and field research, with semi-structured interviews and analysis of training documents. We draw on the perspective of Historical-Cultural Theory and Historical-Dialectical Materialism to understand the literacy learning process and how it influences child development, drawing on contributions from authors such as Vygotsky (2000, 2021) and Leontiev (2004). To understand the historical context of literacy in Brazil, we draw on contributions from Soares (2021, 2023), Cagliari (1997), Mortatti (2000, 2014, 2015), Mello (2007, 2010), among others. The research also included a presentation of the historical normative frameworks for and in literacy teacher training. The content of the semi-structured interviews and training documents was organized through three categories of analysis, which showed that the in-service training of literacy teachers in the municipality in question lacks a specific theoretical and methodological premise. The theoretical eclecticism employed by the Municipal Department of Education and Culture (SEMED-FB), it doesn't contribute to an appropriate epistemological foundation for literacy, and consequently, the lack of a theoretical foundation to guide continuing education in service is reflected primarily in teachers' pedagogical practices in the classroom. Another category highlighted was the lack of historical continuity in training. We noticed that when municipal administration changes, the organization of training changes, and there is no dialogue between teams. Amid this category, a third emerged. We sought to understand whether there was any prospect of change between the two administrations that took office within the timeframe analyzed. We found little difference in theoretical and methodological assumptions; the training programs are fragmented, centered on pedagogical practice, and reflect a training program for a teacher profile that meets society's educational needs.