Formação inicial de professores alfabetizadores: uma análise crítica do PPC de Pedagogia da UFPB

Abstract

Initial training is an important stage in teacher training, since it is the basis that will underpin their pedagogical practice. Based on this premise, this study seeks to deepen the reflection on initial training in relation to teacher training for teaching literacy in the Pedagogy Course at the Federal University of Paraíba. The justification for this study was based on the author's concerns, fueled by her academic trajectory and participation in the PROLICEN project, which provoked reflections on the lack of a solid approach to literacy during initial training. In this context, the following problem arose: How does the Pedagogical Project of the Pedagogy Course (PPC) at UFPB contemplate teacher training for teaching literacy? Thus, this research has the general objective of understanding the literacy process in the initial training of literacy teachers, based on the critical approach based on Historical-Critical Pedagogy - PHC. The adopted methodology articulates theory and practice based on historical-dialectical materialism (Marx, 1918), through documentary analysis of legislation and guidelines for basic education (LDB, PNAIC, PNA, BNCC, PNE), as well as the PPC of the Pedagogy course at UFPB. It is concluded that the initial training of literacy teachers at UFPB requires improvements, requiring the expansion of disciplines focused on literacy and the strengthening of supervised internships. Furthermore, it is extremely important that such formative experiences present in the course be based on a perspective that goes beyond technical instrumentalization, promoting reflection on the social role of the school, the historical process of literacy and the contradictions of the Brazilian educational reality, which is capable of consolidating a historically situated teacher training.