Professoras alfabetizadoras de jovens e adultos : formação continuada compartilhada.

Abstract

The reading-writing teaching pedagogical practice in young and adults education and the docents’ formation for this teaching modality are the subjects that guided this intervention project performed during the Professional Masters in Education. The main goal was to collectively build a continued formation space with the literacy teaching teachers of EJA, so that the literacy teaching practices could be socialized, analyzed and understood in the search for a methodological referential to teach reading and writing to all students. The intervention Project was justified due to the high index of not learning, failing and evasion in the literacy learning groups. The Project took place in a municipal school of Pelotas and was developed in a qualitative-interpretative approach, using as methodological instruments to analyze the diagnose of the school context, the participant observation in the investigated groups’ classroom, thoroughly described, without interferences, and semi-structured interviews with the teachers, recorded and later, transcript. The information was analyzed based on the Content Analysis technique, proposed by Moraes (2003) and the triangulation technique (TRIVIÑOS, 1987) to complement the Content Analysis. To complete this information, cognitive interviews with the students based on Ferreiro &Teberosky (1999) were carried, in order to diagnose their previous writing knowledge. Based on the content description and analysis of the participant observations and semi-structured interviews, it became clear that the pedagogical practice of the observed teachers was based on an empiricist conception of teaching and learning, with emphasis on copying and activities for memorizing information, that didn’t take into account the students’ previous knowledge nor favored the classroom interaction. After developing the first diagnos and identifying the demands, I created, with the participant teachers, an action plan, as a constitutive part of the intervention project’s methodology. This planning consisted in ten meetings, divided in four different fixed parts: the pedagogical contract; the presentation and discussion of the text chapters used in the seminar, aiming the articulation between the everyday practical experiences and the analysis of convergences and divergences between theory and practice; the pedagogical snack, and, as closure, the preparation of a small text, by the teacher, evaluating the built knowledge. Along with the meetings, I created a field journal that, with the evaluations elaborated by the teachers, were analyzed methodologically through Content Analysis and triangulation. It was possible to notice that the creation of this study group contributed to change the pedagogical approach used in the classes. The teachers started to organize the physical space in semi-circles, favoring the group interaction; realized daily readings; developed strategies to diagnose and follow up the students’ previous knowledge related to literacy; planned actions to promote thinking about writing and reading; and created permanent and systematical activities to insert in the next semesters planning routine. In this sense, the main goal of the intervention Project was accomplished, the interlocution space was created and I intend to keep developing actions so it can be continued.