Desafios, compreensões e contribuições da formação de professoras alfabetizadoras do norte do Rio Grande do Sul para as práticas pedagógicas

Abstract

This dissertation aims to investigate how first-grade elementary school teachers perceive the relationship between continuing education and literacy teaching practices, considering the challenges and contributions of this process to their teaching performance in a municipality in northern Rio Grande do Sul. To achieve this objective, the study sought to understand the theoretical foundations of literacy and reading comprehension, continuing teacher education, and pedagogical practices, as well as to analyze the contributions of training processes to teacher professional development and the improvement of teaching quality. This research is characterized as qualitative, encompassing bibliographic study, documentary research, and field research. The literature review was conducted using books, articles, dissertations, and theses, including productions located in the Brazilian Digital Library of Theses and Dissertations (BDTD), from 2014 to 2024. Official documents related to public policies on literacy and teacher training were also analyzed. The field research was developed through semi-structured interviews with three literacy teachers working in the 1st year of Elementary School in the Municipal Education Network. For data analysis, Textual Discursive Analysis (TDA) was used, based on Moraes and Galiazzi (2007) and Galiazzi and Sousa (2022). The analysis enabled the construction of six emerging categories: Weaving trajectories: the constitution of the literacy teacher; Stitching concepts: literacy, reading and writing skills, and the paths of the living word; Between letters, plans, and practices: the daily life of literacy; Teacher professional development: between daily reflection and collective training spaces; Being a literacy teacher: challenges in the school day; and Between experience and the collective: contributions to teacher professional development. The results show that continuing education, especially through study groups, constitutes an important space for learning, reflection, and the collective construction of knowledge. The teachers acknowledge that the exchange of experiences, collaborative planning, and reflection on practice strengthen their professional confidence and improve their teaching methods. It was also possible to identify that the teachers develop practices based on contextualizing learning, using concrete resources, valuing children's literature, and organizing routines and projects that are meaningful for the children. On the other hand, the research revealed challenges related to the heterogeneity of the classes, the children's attention and behavioral difficulties, the need for more individualized support, and the teachers' working conditions. Despite these difficulties, the participants demonstrate a reflective and committed attitude towards the children's learning, constantly seeking to redefine their pedagogical practices. It is concluded that ongoing professional development in context, linked to daily school life and based on peer collaboration, promotes teacher professional development, strengthens teacher autonomy, and contributes to the construction of more meaningful and contextualized literacy practices. As an educational product, a pedagogical notebook was developed for literacy teachers, with proposals aimed at reflecting on pedagogical practice and planning interventions that address the different learning levels present in the classroom.