Políticas de formação de professores alfabetizadores em Curitiba: uma abordagem histórica e política

Abstract

This paper examines the interconnection between Teacher Education and the Literacy process, emphasizing the relevance of the relationship between educational policies and proposals based on government programs that incorporate the theme into the goals and objectives of the National Education Plan (PNE) and the Municipal Education Plan (PME) of Curitiba, Paraná. Given that education is inextricably linked to public policies established by the state and executed by the incumbent government, contextualizing it is essential for educators, especially in the context of basic education. In addition, the understanding of the Brazilian educational legislation plays a fundamental role in the understanding of the school environment, and this thinking exercise begins with the initial training of the teacher. The research was conducted through the bibliographic survey method, based on doctrines related to the theme, as well as on sources of Theses and Dissertations. This approach enabled a historical and legislative analysis of literacy and its methodologies, as well as the role of the literacy teacher. In addition, goals 5 and 16 of the PNE 2001-2014 were analyzed, which directly influence literacy, as well as the PME of Curitiba, focusing on the conception of literacy adopted by the Municipal Education Network. It was concluded that, for educators to perform their function with excellence, it is imperative that they have a solid knowledge in their area of expertise, are aware of their professional potential and are continuously engaged in a learning process. In this context, Continuing Education emerges as a crucial element, since it provides new knowledge and/or deepening, promotes reflection on teaching practice and encourages teachers to become researchers in their area of expertise. As a continuous process, Continuing Education enables teachers to improve their knowledge and practice, supported by public policies that invest in their professional development, from their initial training.