Formação continuada do professor(a) alfabetizador(a) : uma pesquisa-ação

Abstract

The continued formation of the teachers alphabetizers: a research-action presented the characteristics of the construction of the knowledge on the process teach-learning and personal and Professional development of teachers. This dissertation contains elements of the research-action, since the interventions and mediations had occurred during the project, in such a way that the knowledge had collectively been constructed between all the researchers participants. In these conditions, I objectified to analyze the contributions of the narrative experiences in the formation process and autofomation constructed collectively, describing the relations established between theory and practice literacy. In this direction, the adoption theoretical references went by among others, for Freire, Nóvoa and Josso. The collection of data consisted of verbal and writings stories, as well as of the comments in the place. The research presents resulted that they emphasize the main contributions of the formation in the school space, to find out: the stories/registers/narratives had transformed into tool of reflection-action for the group; most of the teachers have already gotten making the theory-practice relation of the subjects and experiences in classroom; in the group already if detached a significant number of alphabetizes that they told on its practice and they collated each other; the formation clear up the teacher, offering means, ways to organize itself around the four pillars of the learning: to learn to know, to learn to make, to learn to be and to learn to live together and to make clear the construction of the alphabetizer identity, taking on collectively the control of its own practice. These results indicate that the use of the narratives in the continued formation is positive and that its continuity does for that the remaining traditional conceptions and the practices of teaching permeated for conservatives paradigms will be overcome gradually.