Os desafios e enfrentamentos de alfabetizar letrando e as contribuições da formação continuada: relatos de professoras participantes do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)

Abstract

The present work deals with the theme of challenges and confrontation of teachers of literacy cycle, which participate of National Pact for Literacy in the Right Age (PNAIC), to literacy. Thereby, we have the goal to analyze the stories of three teachers of this level of schooling. For this, we took as the base of these research the studies on lettering and literacy in Soares (2004), Kleiman (2005; 2006; 2008), Rojo (2008), Tasca (2010), Tasca and Guedes-Pinto (2013), Santos and Albuquerque (2006), Costa Val (2006), Silva (2014), among others; and in the PNAIC, we based on notes of presentations in PNAIC (2012). The methodology use the application of a questionnaire to teachers with questions that intent to unveil which are the challenges to literate with literacy skills, and which strategies used by them to reach this objective. The analyses of the teacher‟s stories showed that programs of capacitation are extremely important for enhancement of pedagogical practices against the new challenges faced on classroom. Related to challenges, it was evidenced as main, among many, the low level of literacy of students that are part of literacy program. The analyses revealed that teachers used an individualized teaching focusing on necessities of students as one of the strategies. Lastly, the results showed also, that the teachers demonstrated a total commitment and valorization of the perspective of literacy skills.