POLÍTICAS PÚBLICAS DE FORMAÇÃO CONTINUADA DE ALFABETIZADORES: IMPLICAÇÕES PARA A CONSTRUÇÃO DO LEITOR

Abstract

This thesis aims to object at the construction of the student reader and the problematizing question of the research is the analysis of educational public policies, at the federal level, in order to verify the influence of these policies of continuing education of literacy teachers in the effects of the construction of the student reader, through the results achieved in the National Literacy Assessment (ANA), in the reading area. It was used the theoretical approach of Historical and Dialectical Materialism based on Marx (1978-2010), Saviani (1995-2010) and Duarte (20012010) as well as contributions on reading by Solé (1998), Menegassi (1995-2010) and Koch and Elias (2008). Qualitative, bibliographical and documentary research was carried out in three stages: a) survey of theses, dissertations and periodicals on the subject in the CAPES database, in the Sucupira Platform, in the digital libraries of the programs; b) the documentary phase in which the legislation regarding the continuing education courses for literacy teachers was surveyed, and c) the phase of data collection of teacher education indicators and ANA results in the reading axis in the MEC Platform, through the portal of the INEP and SIMEC. The general objective was to investigate the changes that occurred in the construction of the reading student, in the scope of the federal public policies, through the programs of training of literacy teachers, in particular the PNAIC in the evaluation in reading. The specific objectives were: to point out the discussions about public policies in relation to the continuing education of literacy teachers; to verify how the theoretical-methodological reading assumptions were directed by the PROFA, PRÓ-LETRAMENTO and PNAIC programs for the continuing education of literacy teachers and to analyze comparatively the results obtained in the editions of ANA in the Municipality of Ponta Grossa, Pr. for the construction of a diagnosis about student student education. The thesis is that students who have in their training the experience with reading, as a discursive process of ascension to the right goods of learning and social transformation, are able to constitute themselves as active, participatory and critical readers. For the analysis of the data, three categories were established: a) indicators of teacher training: an analysis from Ana, b) the evaluation policy in the context of the ANA: comprising reading test and c) reading as reference in the ANA: a comparative analysis of the results according to four criteria that emerged from the data collection in the ANA reading tests in 2013, 2014 and 2016. The The results of this research indicate that there has been progress in teacher training and teacher training, but it can not be verified that the indexes have risen due to participation in the training courses offered by the PNAIC. The ANA can constitute a substantial instrument if the results are used with a diagnostic perspective, associated with other evaluative practices of the literacy teachers included in their work plans. It is not enough to invest in the production of indexes, if there is no attention to the guidance to the professionals of the schools to understand and to use the data as subsidies to the development of concrete actions to the alphabetization of the children and the managers and coordinators in the scope of the public policies.