Resumo

TASSONI, Elvira Cristina Martins  e  MEGID, Maria Auxiliadora Bueno Andrade. The literacy teacher's education and the "Read and Write Program" (Programa Ler e Escrever). ETD [online]. 2015, vol.17, n.1, pp.193-210. ISSN 1676-2592.  https://doi.org/10.2592/EDT17N1A20150210.

This article presents the results of a research that investigated how the managers and teachers of a state Elementary School for initial years in the city of Campinas-SP have been understanding and applying the workbooks distributed by São Paulo Board of Education, which comprise the "Read and Write Program" (Programa Ler e Escrever). The research has used interviews with teachers and the managerial team about the Program and the activities planned in your material; classroom observation; and periodical meetings with the teachers during two school semesters, in order to observe the ongoing educational process for the teachers. The results show: (i) the importance of having pedagogical practices and produced knowledge close to each other, aiming to strengthen the teaching actions; (ii) that the teacher's accumulated experience may be a way for the teacher to be the protagonist, and not just a mere repeater of strategies and techniques created by others; (iii) that the strengthening of the school as a space for students and teachers to produce knowledge may make the necessary changes in pedagogical practices come true. Regarding the Teacher's Education Programs, as they intend to reach the whole education network, they end up putting the social and educational inequalities in second plan.

Palavras-chave : Public Policies in Education; Training of Teachers in Service; Courseware; Organization of Pedagogical Action.

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