Concepções sobre alfabetização no ensino superior: análise da qualidade educacional formativa na Paraíba

Abstract

The present study aims to address the quality of teacher education programs in Pedagogy in the state of Paraíba by identifying, in their academic curricula, how initial education (undergraduate level) approaches evidence-based literacy, in light of neuroscience and the cognitive science of reading. To this end, a documentary analysis was outlined based on syllabi extracted from curricular structures and Pedagogical Course Projects (PPC) regarding the Pedagogy and Rural Education (Pedagogia do Campo) programs, in addition to an observational analysis through data collection via a structured questionnaire administered to 35 students from the aforementioned programs. A total of 17 institutions were identified, with 11 public and 1 private institution being evaluated. As results, the predominance of sociocultural, constructivist, and discursive-dialogical perspectives aimed at underpinning teaching in the early years is highlighted, as well as critical-reflective approaches for youth and adult literacy. A limited alignment is observed regarding the articulation between curricula and fundamental components for the teaching-learning of reading and writing grounded in the cognitive science of reading. Additionally, students’ conceptions indicate the perception of a certain level of neuroscientific and cognitive theoretical deepening throughout their academic trajectory, although this proves to be divergent at the curricular level. It is envisaged that this research may support and reverberate future pedagogical and psychopedagogical studies on evidence-based literacy, teacher education at different levels, as well as more in-depth studies on the mismatch between curriculum and student perception in these and/or other higher education institutions.