O Pnaic e as práticas pedagógicas de professoras alfabetizadoras: uma revisão bibliográfica
Abstract
This research conducted a bibliographic survey of Brazilian dissertations between
2018 and 2022 on the contributions and challenges of the National Pact for Literacy at
the Right Age (PNAIC) to the continued education of early years literacy teachers. The
PNAIC was characterized as a commitment between the Union, municipalities, states,
and public universities to offer continued education to teachers, meeting goal five of
the National Education Plan (PNE) to literacy all children by the end of the third year
of elementary school. The research included theoretical contributions from researchers
such as Soares, Mortatti, Kleiman, Santos, Mendonça, and Albuquerque. The BDTD
and CAPES databases were used, with the descriptor "PNAIC AND TEACHERS". The
results indicated significant contributions of the PNAIC to literacy practices, such as
alignment with the BNCC, online accessibility, integration between theory and practice,
emphasis on literacy, and exchange of experiences among teachers, resulting in
improvements in pedagogical practices and educational outcomes. Limitations
included difficulties in understanding textual genres, use of inadequate approaches,
lack of alignment with guidelines, persistence of traditional methods, excessive
reliance on IDEB in evaluation, need for more comprehensive indicators, lack of
material exploration, inefficiency in motivation, superficial approach to topics, and
administration and resource problems. It was concluded that it is essential to
continuously review and adapt educational policies and continued education programs,
such as the PNAIC, to improve teaching practices and meet regional diversity.
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