Processo de alfabetização e formação da(o) pedagoga(o): as contribuições do estágio não-obrigatório

Abstract

The present work reflects on the challenges and contributions of the literacy process from the non-mandatory internship in the formation of the pedagogue(a) in the initial grades of elementary school. Its general objective was to analyze the curricular proposal of the Pedagogy course of the Federal University of Paraiba Campus I for the formation of teachers(s) in relation to the experiences in the area of literacy through the internship. It is based on the assumption that literacy is essential for the formation of the future(a) pedagogue(a), since the teaching of reading and writing is a challenge and it is up to the teacher to promote activities that stimulate the development of children, based on the knowledge acquired during the course of training in Pedagogy. The research sought to answer the following question: Does the curriculum of teacher training in the Pedagogy course of UFPB, Campus I, provide experiences in the area of literacy? The theoretical basis was the studies of authors such as Soares (1998), Ferreiro (1987), Ferreiro and Teberosky (1985), Pimenta and Lima (2006), among others. It was discussed how the literacy process takes place in the early years of elementary school, discussing the acquisition of writing in literacy and what the Pedagogy course offers for the training of teachers(as) in the area of literacy in relation to educational practice. The practical experience with the class of the 1st year of elementary school in the School of Basic Education of the UFPB, provided a great contribution to the future acting as a pedagogue, mainly as the active participation in the classroom, in helping the planning and execution of classes, in particular the breaking of the mechanization paradigm of reading and writing teaching. The results of the research indicate that although the course of Pedagogy fulfills its curricular project. We understand that it is necessary to improve its proposal for literacy practice in order to provide a qualified and innovative training to Pedagogues(as) in training.