Formação continuada de professores da pré-escola: uma avaliação em profundidade do Programa Compromisso Nacional Criança Alfabetizada

Abstract

The National Commitment to Literacy for Children (CNCA) is a consolidated policy promoted through a collaborative regime between States, the Federal District, Municipalities, and the Union. It aims to ensure that one hundred percent of Brazilian children are literate by the end of the 2nd year of elementary school and to recompose learning—focusing on literacy—for one hundred percent of the students enrolled in the 3rd, 4th, and 5th grades, considering the impact the pandemic had on this group. With regard to Early Childhood Education, the CNCA seeks to foster oral language, reading, and writing. This research has the general objective of evaluating the CNCA with a focus on the continuing education of preschool teachers in the municipality of Caucaia-CE, as mediated through the Reading and Writing in Early Childhood Education Program (LEEI). Three specific objectives were defined: to understand the continuing education process for preschool teachers in the municipality of Caucaia-CE; to identify the challenges and possibilities related to literacy and language development as perceived by the trainers involved in the CNCA; and to analyze how the CNCA can contribute to the redefinition of the pedagogical practices of municipal trainers. The chosen evaluative perspective was In-Depth Evaluation. To gather data, a qualitative methodological approach was used, beginning with a literature review of specialized sources, analysis of official documents, and the application of a questionnaire with open and closed questions, followed by a focus group. The collected data were analyzed in categories, based on Oliveira. The study concluded that the CNCA is a public policy of social and pedagogical relevance in Brazil, aimed at promoting oral language, reading, and writing; ensuring literacy at the appropriate age; rebuilding learning; fostering intergovernmental collaboration; promoting educational equity; and strengthening teacher training. Through the Reading and Writing in Early Childhood Education Program (LEEI), the CNCA provides opportunities for municipal trainers to expand their knowledge, engage in reflection, and reframe their pedagogical practices.