Contribuições da formação docente na alfabetização de crianças acolhidas institucionalmente

Abstract

This work had as goal understanding, which were the contributions of the teaching staff formation in the process of literacy on children that are under institutional sheltering. The selection of the research theme was given from experiences lived in the extension project `` Dialog and Intervention in the Pedagogic Mediation of the School with Teenagers Residents in Shelter Houses ``, at PROBEX/UFPB (2017 to 2019). The project actions made reference to the process of school awareness, of which were enrolled children’s in situation of institutional sheltering. It was also performed the pedagogic mediation of the teenagers inside the schools and directly at the Shelter Houses. The participation and observation realized during the extension project produced questions around the contributions of the initial and continued formation for the teaching practice on literacy from the teachers , that way ,searching to find if those considerer or not the specifics of the sheltered children for the elaboration of their actions in the literacy process . The investigations is characterized as a qualitative research of exploratory nature , utilizing the field research and electing as instruments of data collection, the interview composed by thirteen questions related to the study theme, of which we explored utilizing the Bardin content analysis (1997). The research was apply in two municipal schools of Joao Pessoa , Paraiba, with four teachers that work or have worked with sheltered children’s in the literacy circle . The results obtained brought the contribution and gaps perceived by the teachers both during the initial formation and the continued one , the influences of social vulnerability and the implications shared in the social , affection and cognitive areas of those children’s , that influenced and reflected directly on their schooling, and by consequence in the learning literacy process . Such perceptions produced on the interviewed and interviewer subjects countless reflections and questions about the importance of the family coexistence in the social and emotional construction of the children and the way that the teaching staff reframes or transforms in a positive or negative way the life of those children, from a different point of view for their learning specifics. The work brought rich contributions for the identity formation of the teacher’s staff and for the vision of a more humane education when it comes to children and teenager’s literacy under institutional sheltering.