A formação de professoras alfabetizadoras em universidades federais do Brasil
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Data
2024-08-30
Autores
Clipes, Esther Salvador
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Universidade Federal do Espírito Santo
Resumo
This study was developed with the aim to understand the guidelines and priorities for literacy in undergraduate Pedagogy courses at Federal Universities of Brazil in the context of the Resolution number 2/2015 from the National Education Council. From a documentary analysis based on the principles of historical materialism and language as enunciation, 37 Pedagogical Course Projects (PPCs) and the curricular policy in question were investigated. The results show that, on average, courses dedicate around 5% of their total workload to subjects related to literacy, which seems insufficient given the complex nature of teaching the mother tongue in its written form. In the courses, there is a wide dissemination of cognitive and “letramento” theories and, in general, there is a focus on the practical issues of teaching the language instead of linguistic knowledge itself. The Resolution number 2/2015 does not mention the term literacy and, by incorporating concepts such as flexibility and skills, reinforces the hegemonic discourse that the school, and teachers, should focus on learning attitudes that enable adaptation to bourgeois demands. The policy presents mechanisms that reinforce the deterioration of teacher training and its reconversion, in addition to transferring the focus of the curriculum from the most relevant knowledge for humanization to subjects that allow the creation of consensus. We conclude that, intentionally, the environment for training of teachers for literacy in Brazil is not the universities but the in-service training courses which, by their very nature, have an even more practical character, and can be quickly reformulated to the new demands of capital and carry greater coercive power over teaching performance when compared to policies established in initial training.
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Formação de professores , Políticas públicas , Pedagogia