Formação continuada de professores alfabetizadores através de grupos de estudos de universidades federais do Rio Grande do Sul

Abstract

The present research discourse about the Continuing Education of teachers that takes place through Study Groups whose main subject is Literacy. Qualitative in natural, it was organized in three stages: bibliographic research, State of Knowledge research and field research. In order to deal with the central concepts, theoretical support was sought from authors such as: Mortatti (2006) who allowed to know a brief history of literacy methods in Brazil, studies by Ferreiro; Teberosky (1985) and Colello (2019) for the debate on literacy, Tardif (2011) and Imbernón (2010) for the discussions regarding continuing teacher education, legislation, for a survey of educational policies created to strengthen education and contribute for teacher professionalization. In addition, a space was created to contemplate Contemporary Literacy Policies. Still within the continuing education of teachers, we sought to highlight the Study Groups as an important training space, where a State of Knowledge survey was carried out on the Study Group, identifying research trends that deal with this theme. This study aimed to investigate the benefits provided by the Federal Universities of Rio Grande do Sul through Study Groups that contribute to the continuing education of literacy teachers. For this, it was necessary to know the different Groups and, through interviews with their coordinators, to know the history of these Groups, conceptions and theoretical references that serve as a contribution to literacy studies. It was also necessary to indicate literacy teachers who are part of this training space to fill out an online questionnaire that sought to identify the reasons that led them to seek this training modality. Through this instrument, the main anxieties of these teachers in relation to literacy specified and understood how the Study Groups help in the professional training of these teachers, which gave rise to the most relevant part of this study, the Analysis of the Dice. In this chapter, important reports were identified that were connected to theorists who lecture on the themes presented in an attempt to transform such experiences allied to theory into a possibility of encouragement for education professionals who focus on Literacy. In addition, we sought to demonstrate the benefits provided by Study Groups so that literacy teachers feel attracted to seek this modality of continuing education for the strengthening and qualification of their pedagogical practice. Therefore, concluded that the relationship between the university and the basic school is of great importance in the training process. Furthermore, the dynamics of the Study Group strengthens and professionalizes teachers so that they can reorganize their work didactics as a way of contributing to the process of teacher training and performance. It is evident that the participants of these groups learn together, organize, adapt, and build themselves professionally. In this interrelation, learning takes place effectively, it is where the knowledge of one, added to the practice of the other, generates knowledge, in a continuous dialogue that builds the teaching professional, a fundamental piece for a quality education.