JORNADA DE ALFABETIZAÇÃO – “SIM EU, POSSO!” CÍRCULO DE CULTURA NO MARANHÃO: Um estudo sobre a formação continuada dos alfabetizadores no município de Belágua/MA

Abstract

This dissertation is part of the School, Curriculum and Teacher Training research group at the Federal University of Maranhão (UFMA) and investigates the Literacy Journey Yes, I Can Culture Circle in Maranhão, an action strategy undertaken by the state government between 2016 and 2018, included in the. Mais IDH Action Plan, which included 30 municipalities in Maranhão with the lowest Human Development Index. The research had os its empirical field the municipality of Belágua, and 8 subjects, all of whom were literacy teachers. The aim of the study was to analyze the process of continuing education offered to literacy teachers, with a view to understanding the impact of this education on literacy practices. Thus, we used the theoretical-methodological assumptions of the qualitative research approach, as well as bibliographic and documentary research. The data collection instrument was the semistructured interview and the questionnaire, the latter being used to establish the profile of the subjects. The data were analyzed in light of Bardin's thinking (2016), with the appropriation of Content Analysis, a technique that allows the deduction and inference of the data collected in the various paths of analysis. To support the category Youth and Adult Literacy, we relied on Arroyo (2017), Brandão (2003), Freire (1970, 1983, 2005, 2011), Gadotti and Romão (2011), Libânio (1985), Lima (2017), Ney (2008) and Romão (2011); in the Continuing Education category, we relied on: André (2002), Freitas (2002), Gatti et al. (2010), Imbernón (2010), Nóvoa (1999), Saviani (2008) and Tardif (2002), among others. To collect data on the Literacy Journey, we used documents that supported its development, such as Decree No. 30,612 of January 2, 2015, which established the Mais IDH Plan; Project for the Implementation of the Literacy Journey in Maranhão (2015); Educator's Notebooks: Yes, I can! (2016) and the Culture Circle (2018); Final Report of the First and Second Phases of the Journey (2017; 2018) prepared by the National Literacy Brigade. The results reveal that the ongoing training occurred in a continuous and procedural manner with periodic meetings, pedagogical monitoring and moments of collective evaluation, aiming to ensure that the literacy teachers not only taught reading and writing, but also understood the transformative role of education in diverse life contexts, in order to experience a literacy practice of social quality, which took into account the reality of the literacy students, with a view to understanding and strengthening the relationship between education, citizenship and social emancipation. However, the training was also aimed at literacy techniques anchored in the Yes I Can method, but, in addition to the techniques of the method, it led the literacy teachers to reflect and make the literacy students reflect on important topics for the working class, such as: human rights, the fight against illiteracy as an act of social justice, and the appreciation of local culture. The conclusions allow us to state that ongoing training was essential to qualify the pedagogical work of the literacy teachers involved in the Literacy Journey, which, anchored mainly in the thinking of Paulo Freire, enabled new perspectives on the act of teaching literacy to young people and adults.