O programa ALFAMAT na prática pedagógica de professores: um estudo em escolas municipais vinculadas à SEMEC – Belém

Abstract

The goal of this research is to analyze the ALFAMAT Program (Continuing Education Program for Teachers Mathematics Literacy, Reading and Writing), offered by SEMEC / Belem (Municipal Department of Education and Culture), in order to know what are the perceptions of teachers working in Cycle II of the Elementary School of the Schools of Belem, about this program. We believe that the ALFAMAT is inserted in a political, economic and social context of intense changes, aligned by a conception of neoliberal State, that is based on the justification that it is necessary to intervene and to control the public policies in the education area, considering the absence of resources in this area. Thus, the research problem that gave rise to the study aims to know what effects of the ALFAMAT Program on the pedagogical practice of the teachers of Cycle II (4th and 5th years) who work in the Schools of the Municipality of Belem. To answer the problem, the general objective was to analyze the effects of the ALFAMAT continuing education program on the pedagogical practice of the teachers in the classes of Cycle II (4th and 5th years) of the Municipal Schools of Belem and the specific objectives: to characterize the Program Alfamat in terms of its theoretical and methodological foundations focused on the pedagogical practice of the teachers of Cycle II; analyze the process of implementation of the ALFAMAT program with the teachers of the Cycle II classes of the Municipal Schools; to investigate the CII teachers' perceptions regarding to ALFAMAT. Regarding to the methodology of the research, this included the survey and analysis of official documents, semi-structured interviewing, having as subjects seven (07) teachers who work in Cycle II. For this, we use as criteria for the choice of subjects, the life cycles of the teachers, because we understand that each stage of experience in teaching presupposes a differentiated expectation about Continuing Education. In relation to the analyzed data, we used the content analysis and the categories of analysis made explicit in the work were Continuing Teacher Training, the ALFAMAT program and the pedagogical practice of the teachers working in Cycle II of Elementary School. Among the findings of the research were the different conceptions of the teachers about ALFAMAT, which, according to the orientation and experience, indicate favorable aspects, criticisms and suggestions about how they would like the Continuing Education, taking as a example the one developed by SEMEC / Belem, which indicates the need to prioritize aspects other than those resulting from large-scale evaluations