Ana Carla Hollweg Powaczuk

Vivências formativas e práticas docentes: um olhar sobre o Pacto Nacional pela Alfabetização na Idade Certa

This paper presents the survey for completion of the course of specialization in Educational Management. The study aimed to understand the experiences that teachers had in the process of continuing education offered by the program, the Literacy National Pact in the Middle One - Pnaic - and the effect on teaching practices of active teachers in elementary school literacy block - 1, 2 and 3rd year -, the Municipal network and State of Santa Maria, RS. The work was developed from a qualitative narrative approach Cleat Sociocultural, using for data collection semi-structured interviews, which were conducted with six teachers. The references that supported the research were: Gold (2007-2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan and Powaczuk (2013), Vaillant and Marcelo (2012), Charlot (2002) Freire (2002). The study allowed us to realize that the impact of Pnaic, was given from the perspective of individual and collective reflections on the concerns of the teaching profession. The sharing was evident as the main aspect of this training. However, the teachers expressed dissatisfaction with the actions with regard to the formative dynamics organized by guiding study, as well as the requirements and impacts the teaching. Thus, it is concluded that the established educational policy needs to be improved in terms of organization of formative dynamics in order to improve the sharing of space and strengthening of teaching. Key-words: educational policy, Pnaic, continuous formation, formative experiences.

Cultura escrita: aprender a ler e escrever na escola

This paper discusses the formal aspects of writing and reading within the classroom context, emphasizing the importance of the students’ role, favoring their authorship as writers and readers from written culture. We understand that it is indispensable that the school beholds a prospective view in relation to the students’ learning, taking their ideas and constructions into consideration; that is, bearing in mind the culture of which they are carriers. We highlight the literacy teacher’s role in the process of organizing the pedagogical work that is aimed at teaching and learning reading and writing for the students that are in the early years of elementary school. In this way, we point out that the organization of the teaching requires teaching investment towards the improvement of activities and knowledge that focus on the organization of the pedagogical work, marking a long path to go to allow the assumption of pedagogical protagonism.