O encontro como espaçotempo de formação: professoras encontram-se e fazem o PNAIC da Região Serrana do Rio de Janeiro

Abstract

This text is the writing of the research woven with wires brought from the studies in the daily ones (ALVES; OLIVEIRA, 2008), in which it was tried to understand in what ways the meetings lived in the practice of a public policy of teacher training, PNAIC - National Pact by Literacy in the Right Age - influenced the formative processes and practices of literacy teachers in the Serrana Region of Rio de Janeiro. For that, it was assumed that training is continuous, occurring in multiple contexts (ALVES, 2010), and that collective meetings are more potent times for training (GARCIA, 2015). It is also argued about the political character of everyday productions and practices, considering the literacy teachers as practitioners of training, for they forge formative and professional trajectories in multiple networks (ALVES, 2008), and their actions are practical policies (OLIVEIRA, 2013). In order to present the PNAIC and to identify interactions present in the livedcreated by the teachers, a dialogue is made with the frameworks of the Policy Cycle (BALL, BOWE, GOLD, 1992 apud MAINARDES, 2006) and the Policy Performance (BALL; MAGUIRE; BRAUN, 2016). The research was held in Duas Barras, Carmo, Cachoeiras de Macacu and Cordeiro, through interviews-conversations with a group of teachers from each municipality. With this methodological procedure, the narratives used to discuss the teachers' movements were produced. In their narrative, many displacements were felt in relation to their literacy ways of doing (CERTEAU, 1994): the use of different textual genres; the creation of didactic sequences, with greater integration of work; the organization of "reading nooks"; the modification of "traditional" models, allowing greater pleasure for teachers and children. The PNAIC created by them, original and different from the one proposed, added important threads to their formative processes, with sharing and learning of practices, deepening of researches, knowledge of materials, games and books of children's literature, greater authorship and self-esteem and valorization meetings and collective work. Elements of the contexts were also perceived, such as the rotation of teachers with the temporary contract of work and the absence of spaces of collective meeting for planning in the daily life of the schools.