Resumo

MICOTTI, MARIA CECÍLIA DE OLIVEIRA  e  CAPICOTTO, ADRIANA DIBBERN. THE LITERACY PROCESS AND TEACHER TRAINING. Est. Aval. Educ. [online]. 2020, vol.31, n.77, pp.366-392.  Epub 04-Jan-2021. ISSN 1984-932X.  https://doi.org/10.18222/eae.v31i77.6736.

This is a qualitative-descriptive study on the diversity of the results of 4 public schools from the same teaching network: 2 schools with the highest and 2 with the lowest scores in the Avaliação Nacional da Alfabetização 2014 [Brazilian National Literacy Assessment]. The participants in the study were teachers from the literacy cycle that worked in these schools, in the 2012-2014 triennium. The instrument used for data collection consisted of a semi-structured interview focusing on their teaching processes, on teacher training and on their professional experiences. The results reveal differences regarding the emphasis on the continuity of the literacy process in cyclic education, favoring the schools with the highest performances, despite the similarities of the students’ socioeconomic level and the teachers’ experience and, above all, ongoing training.

Palavras-chave : LITERACY CYCLE; TEACHER TRAINING; AVALIAÇÃO NACIONAL DA ALFABETIZAÇÃO.

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