Efeitos do programa Alfabetiza+POA nas práticas de Gestão Pedagógica em turmas de alfabetização

Abstract

This Dissertation seeks to investigate the effects of the Alfabetiza+POA Program training on the practices of pedagogical managers with regard to literacy. To this end, it presents a study developed with a group of supervisors from the initial years who, primarily, were also responsible for the literacy classes at schools in the Municipal Education Network of Porto Alegre. After a year of implementation of the aforementioned Program, this research focused on understanding and analyzing how the training and other actions offered had impacted the routine of these managers. Initially, a national panorama is presented with programs and public policies aimed at literacy and, from a perspective, the research focuses more on the municipal program already exposed. The structured questionnaire was used as a methodological tool. Based on the supervisors' statements, analytical categories were created, namely: the duties of the supervisor's position; the professionalization of school supervision; time to and from school; continuing training and educational and political management. To look at such categories, we used the lenses of authors who work with school supervision and its functions and postcritical authors such as Michel Foucault, Stephen Ball, Viviane Klaus, Alfredo Veiga-Neto and Zygmunt Baumann. At the end of this study, I concluded that the supervisors demonstrated that they were more aware of their duties and, therefore, more committed to their group of teachers. As a result, the feeling of speed in the passage of time in contemporary times causes anguish as it does not allow all the actions they would like to be carried out, especially those that involve continued training. Derived from this professional master's degree, a product aimed at supervisors was created, consisting of a training path aimed at assisting in the training of teachers in their different professional stages. This material was structured based on António Nóvoa's studies on teacher professionalization and considers four training paths focusing on different dimensions of a teacher's professional career.