Meanings of teaching education developed by the National Pact for Literacy at the Right Age
DOI:
https://doi.org/10.5212/PraxEduc.v.11i1.0006Abstract
This paper investigates the teaching continuing education as a public policy focused on confronting the illiteracy problem in the early years of elementary school, through the perceptions of 1.515 literacy teachers from the northwestern region of São Paulo that participated in the federal program Pacto Nacional pela Alfabetização na Idade Certa (National Pact for Literacy at the Right Age) during the year 2013. Teacher education is discussed based on the authors Tardif, Imbernón and Nóvoa. To collect data, a questionnaire with open and closed questions available on an online server for researches was used. The methodology was qualitative and the data shows that the processes involved in conducting training, such as group work and methodology, are as valued as access to new knowledge.
Keywords: Continuing education in service. Perceptions of literacy teachers. National Pact for Literacy at the Right Age.
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