O Pnaic e as práticas pedagógicas de professoras alfabetizadoras: uma revisão bibliográfica
This research conducted a bibliographic survey of Brazilian dissertations between 2018 and 2022 on the contributions and challenges of the National Pact for Literacy at the Right Age (PNAIC) to the continued education of early years literacy teachers. The PNAIC was characterized as a commitment betw...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de São Carlos (UFSCAR) |
| Repositorio: | Repositório Institucional da UFSCAR |
| Idioma: | portugués |
| OAI Identifier: | oai:repositorio.ufscar.br:20.500.14289/19911 |
| Acceso en línea: | https://repositorio.ufscar.br/handle/20.500.14289/19911 |
| Access Level: | acceso abierto |
| Palabra clave: | Pnaic Práticas Pedagógicas Alfabetização Letramento Pedagogical Practices Literacy Reading CIENCIAS HUMANAS::EDUCACAO |
| Sumario: | This research conducted a bibliographic survey of Brazilian dissertations between 2018 and 2022 on the contributions and challenges of the National Pact for Literacy at the Right Age (PNAIC) to the continued education of early years literacy teachers. The PNAIC was characterized as a commitment between the Union, municipalities, states, and public universities to offer continued education to teachers, meeting goal five of the National Education Plan (PNE) to literacy all children by the end of the third year of elementary school. The research included theoretical contributions from researchers such as Soares, Mortatti, Kleiman, Santos, Mendonça, and Albuquerque. The BDTD and CAPES databases were used, with the descriptor "PNAIC AND TEACHERS". The results indicated significant contributions of the PNAIC to literacy practices, such as alignment with the BNCC, online accessibility, integration between theory and practice, emphasis on literacy, and exchange of experiences among teachers, resulting in improvements in pedagogical practices and educational outcomes. Limitations included difficulties in understanding textual genres, use of inadequate approaches, lack of alignment with guidelines, persistence of traditional methods, excessive reliance on IDEB in evaluation, need for more comprehensive indicators, lack of material exploration, inefficiency in motivation, superficial approach to topics, and administration and resource problems. It was concluded that it is essential to continuously review and adapt educational policies and continued education programs, such as the PNAIC, to improve teaching practices and meet regional diversity. |
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