Processos Formativos do Incentivador da Leitura em Nova Iguaçu: Experiências de Educação (em tempo) Integral

Abstract

Considering that the institutional formation of a teacher is one of the challenges faced in the implementation of fulltime education, this study's main goal is to analyze the implications - impacts and trends of the process of the Bairro-Escola (BE) Continuous Education Program for teachers who encourage Reading and its contribution to Education in the city of Nova Iguaçu. Questionnaires were used in the production of this material to identify the conceptions of nine Reading Encouraging teachers (one from each Regional Unit) about the Continuous Education in place and BE Proposal; analysis of the reading workshops observations to describe (possible) incorporations of developed themes in the formation in place for the practice of the Education Program and the barriers found by those teachers on a daily school environment; document analysis and semi structured interview with the Technical Team of Nova Iguaçu City Department of Education.For this study, for purposes of theoretical-methodological grounding, some references regarding the subjects were used: Teachers Training (Formação de Professores:Tardif, 2002; Monteiro, 2009; Larrosa, 2002; Rios, 2001; Bragança, 2009), Reading Practices in a Daily School Environment (Práticas de Leitura no Cotidiano Escolar:Coelho, 2000; Lajolo, 1993; Abramovich, 1997) and Fulltime Education (Educação Integral:Guará, 2006; Rios, 2001; Maurício, 2009). From the established relations, reading is pointed (as a literary manifestation and field of knowledge) as part of the fulltime education of the individual and the reciprocal influence among the many spaces/times of the student and teacher formations on the knowledge related to reading, forming precepts of precursors programs like -the CIEPs and Escola-Parque-and current models, like the Bairro-Escola. However, during the study, by verifying the effectiveness of Continuous Education, with minor inferences by participating teachers, we were pointed to several weaknesses and barriers, as absence of references of the Reading Encourager and his/her assignments on certain official documents, disarticulation between the Reading Program and the BE Program and inadequacies of libraries and/or Multimedia Spaces, that transcend issues relating to the formative processes of formal and informal professionals in order to provide objective conditions of the desired (fulltime) education.