Alfabetizar letrando alunos de turmas multisseriadas da educação do campo: que necessidades da formação docente?

Abstract

This study originated from concerns regarding school failure in the literacy education of children inserted into the public education system, focusing on the training that teachers responsible for literating multigrade classes are subjected to. As a professor of Pedagogy of a Higher Education Institution, it was possible to develop a close relationship with students who worked as teachers of these classes - in a context of school failure - in the early years of basic education of rural schools, especially in literacy education practices. Due to the importance of the experience forementioned, the study object defined in this research was the demands for teacher training to literate multigrade class students of rural schools. Therefore, the main goal of this study is to investigate the demands for teacher training that emerged during the practice of teaching students of primary education of multigrade classes of rural schools. The conception that continuous teacher training articulates the process of training and professionalization of teachers with the demands of their workplaces was used as background. This research also intended to materialize the necessities of teacher training, which were raised during the study, in elements that constitute a Teacher Education Program. This program should be guided by the necessity of teacher training. The theoretical background used in this research was based primarily on Rodrigues (2006) and Rodrigues and Esteves (1993), which are renowned references in the analysis of teacher training demands. Due to its complexity, the research used a qualitative approach by means of an ethnographic analysis. Data collection was conducted through the application of questionnaire, interview, documental analysis, observation and the Balance of Knowledge technique. Three different public schools, which are located in the rural area of Espírito Santo/RN, composed the sample space investigated in this study. The subjects under analysis were three literacy teachers, who worked in classes of primary education, and three assistant professors, who were responsible for guiding the referred professors. The theme “Literacy education/Literacy in rural education” emerged from the data analysis, which was based on content analysis methodology and contains a defined category and three subcategories: (I) programmatic contents connected to literacy; (II) specific programmatic contents of literacy; (III) theoretical and methodological principles/procedures of literacy in rural education. Furthermore, it is important to emphasize that each subcategory has its own analysis‟ indicator. Besides interesting results gathered during initial and continuous teachers‟ training, this research made possible to balance and recognize the importance of studies that comprise difficulties, deficiency, expectations and demands for teacher training. At last, the results indicated that the analysis of teacher training demands could lead to the implementation of more significant and relevant training programs and/or courses attuned to teacher training demands, which are revealed in the daily life of educators.