Políticas de formação continuada de professores alfabetizadores no município de Dourados-MS

Abstract

This work has as object of study the policy of the continued training of literacy teachers developed by the Municipal Secretariat of Education of Dourados. The general objective of this research was to analyze the policy of continuing education of literacy teachers developed by the Municipal Education System of Dourados – MS from 2006 to 2012. It is a qualitative study that counted on the participation of the systemic character: the Municipal Secretariat of Education and the school characters from 5 municipal public schools in an empirical field. For reading and interpreting the researched context, we applied epistemological constructionist perspective and theoretical interpretive; and to do that we adopt principles of grounded theory. The results of the survey indicate a strengthening of the relation training/evaluation, which proposes routing policies to ensure material and financial resources, but at the same time, establish mechanisms for evaluating the application of these resources. Thus, we understand that the actions of continuing education have been directed to mediate the results from students’ performance. In this direction, we verified that the policy of continuing education in the field of literacy materialized in the municipality of Dourados has as characteristic the convergence of standardized educational policies emanated from the Central Government, which assume a regulatory character based on targets defined nationally and that contribute with public scenery of passivity before the implemented actions. From the above, we understand that it is necessary to prioritize training activities that emphasize other dimensions, providing the teacher with concrete experiences that enhance training practices that consider inherent characteristics of the teaching literacy process, and thereby to build a professional basis with specific knowledge in its theoretical and methodological aspects.