Quais são as bases e as fontes que contribuem para o conhecimento profissional da docência? Um estudo com professoras dos anos iniciais

Abstract

This dissertation sought to understand the bases and sources referred to by teachers as contributions to their professional knowledge and teaching in the early years, in terms of literacy concepts, practices and materials. As specific objectives, it sought to: i) analyze whether the PNAIC continues to contribute with professional knowledge for teaching in the initial years; ii) identify which other programs and sources contribute to teaching in the initial years. This research considered the context of the Covid-19 pandemic and the difficulties faced by teachers. The theoretical basis worked with concepts addressed by António Nóvoa (2017, 2022), who contributes to discussions on teacher training, professional teacher knowledge, including the challenges faced by teachers and training during the pandemic; by Lee Shulman (2014), a central author in discussions about the sources and basis of teacher knowledge; and by Magda Soares (2016), a reference regarding the concepts of literacy and teaching in the early years, especially in the literacy cycle. Regarding the methodology, this is a qualitative research approach. The instrument used for data collection was an online questionnaire, made available via Google Forms, shared via social networks, in order to reach the target audience: teachers who work in the initial years of Elementary School. The research included 35 respondent teachers from the southern region of Rio Grande do Sul. The analysis identified courses, training program materials, activities available on the internet, and the use of social networks as sources that contribute to the teacher's professional knowledge base. Likewise, it was observed that the PNAIC materials continue to contribute to the training and practice of most teachers. In summary, the research shows an expansion of certain sources and the subtraction of others.