Entre o estável e o fortuito: a formação continuada em serviço e as rotinas pedagógicas em alfabetização.

Abstract

The actual study is an investigation about the in-service teacher education of the literacy teachers. Its objective is to verify the contribution of in-service teacher education, centered in the implantation of pedagogical routines, to improve the learning results of the second grade students of the elementary school. It is based in Vygotsky’s compositon, in studies about literacy, developed by Magda Soares, and in the prespective of Gauthier’s, Tardif’s and Lessard’s teacher knowledge. It is a qualitative research, being a multiple study case, performed with four teachers from countries of the North Region of Ceará State who took part of the in-service teacher education promoted by PAIC and, in 2008, showed an increase in the SPAECE-ALFA results. The data were gathered through documental analysis, semi structured interview and classroom observation, using the observation Guide, the daily observation Set and the differentiated pedagogical practices Scale. From the analysis and the comparison of the gathered data, some results were reached. Although it can be affirmed that teacher have changed radically their practices, it can be considered that the teacher education has brought contributions to teachers’ classroom acting. The utilization of appropriate courseware and the implantation of new routines caused important modifications in teachers acting, which culminated in the qualification of pedagogic time. It was noticed, too, that teachers sought to attend the classroom diversity and made adaptations in the routines and suit them to their students’ level and necessities, using varied methodologies, not always oriented by the teacher education. It was considered that the teacher education helped guiding teacher’s work, however, instead of the orientation to organization of routines that attend the specificity of each classroom, these were passed to teachers as “finished products”, not always appropriate to teachers’ reality. It was observed that the relation theory and practice, proposed by the teacher education, happened inappropriately end the pedagogical practice was worked as training, neglecting the reflection about what the teacher already develops. The teacher education caused changes, but these seem fragile, with immediate results, changes in actions, not necessarily changes in the conceptions about literacy.