Abstract

LUCCA, Tatiana Andrade Fernandes de  and  OSTI, Andréia. National Pact of Literacy in the Right Age’s contributions and limitations: A study with literacy teachers. Educ. Puc. [online]. 2019, vol.24, n.2, pp.175-193.  Epub June 19, 2019. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v24n2a4387.

This article presents the results of a research carried out with literacy teachers about the development of the National Pact of Literacy in the Right Age, focused on the formative process’s contributions and limitations under the view of the participants. It is understood that continuous training is one of the main axes of the program’s action and the formative processes directed to the acting teachers are discussed, their reasons and aims problematized. The research was conducted through semi-structured interviews with ten literacy teachers that participated in the 2013 Pact. As a result, it can be noted that the teachers understand and claim the Pact’s contributions to their practice as literacy teachers, reinforcing the establishment of Learning Rights as the most meaningful contribution of the program. The Pact also helps them in the lesson planning, content selection, and understanding of what has to be approached in each year of the literacy cycle. As to its limitations, teachers mention the superficiality in the content approach during the training, the delimitation of time regarding the understanding of certain themes, and the work done by the person responsible for it. Thus, teachers understand moments of training like the Pact as important for their careers and professional development. However, they reflect that these formative processes need to consider their necessities and professional difficulties.

Keywords : Literacy; Learning rights; Teacher Training.

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