Recepção e uso de material escrito para formação de professor alfabetizador: um estudo de caso da Coleção Instrumentos da Alfabetização

Abstract

This research is situated on the theoretical fields of literacy and of teaching knowledge and aims to contribute to the construction of the knowledge pertaining to the training of the literacy teacher, the appropriations he makes of the training texts, it´s practice in classrooms and educational public policies. Currently, in Brazil, there are innumerous researches whose thematic is the formation of literacy teachers, which focus on the formation and the incorporation of paradigms of literacy; others analyze the formation of literacy teachers considering the conditions of reception on a macro context. The purpose here is to broaden such analysis, relating the formation of literacy teachers to the use of the Coleção Instrumentos da Alfabetização (Instruments of Literacy Teaching Collection), elaborated by CEALE (Centro de Alfabetização, Leitura e Escrita/FAE/UFMG) in 2005. We strive to identify, from the teacher´s point of view, the access and studying conditions of this material, how it is used in the classroom: what is used, how and why, besides possible impacts. For such, the methodology employed was based on systematic and prolonged observations of the practice of literacy teaching in the classroom as well as on the analysis and interpretation that occurred, simultaneously, with the gathering of information, in interactive form, during the whole investigation process of documents and interviews. This research is based, especially, on the studies about paradigms of literacy teaching undertook by Soares, Ferreiro and Chartier; the formation of teachers by Frade and Cardoso, and on the theories of Schön, Chartier, Huberman and Perrenoud about teaching knowledge. During the development of this research, among the many variables that we recognize as meaningful to the teacher´s work, practical knowledge occupied it´s center. During the first phase of data collection, the questions that involve the attention of the researched teacher are determined, especially, by the institutional conditions of the school and of the education network, for instance, the impact of the external evaluations in it´s appropriations. On the second phase, developed with another teacher, in another school, from another network and city, it was called to our attention the incidence of common elements to the works of the two teachers interviewed, especially in relation to (I) recording of collected data by means of evaluations, more specifically the use of charts and abbreviations for the levels of writing of it´s students; (II) evaluations; (III) use of the writing of lists in dictate activities; (IV) practice of daily routine writing on the chalkboard. With the goal of expanding the comprehension about what in fact becomes source material and the kind of use the teachers make of training modules, we accomplished the third phase of investigation, in which the teachers, in distinct times and spaces, discussed and analyzed materials which they produced themselves and used for work with their students, besides the documents elaborated by the school boards of their respective schools or sent to them by the city halls, to, then, in a comparative degree, one teacher analyze the material produced by the other. It was found that the most evident approaches with the Instruments of Literacy Teaching Collection, whose resonance in the work of the teacher seems relative, refer to the demands for organizational actions on the classroom and to the evaluation.