Planos Municipais de Educação da Baixada Fluminense (2015 - 2025): meta 5 e a Formação Continuada de Professores Alfabetizadores

Abstract

The analysis of literacy in Brazil presents a recurrent concern, namely: the low rates of the learning of reading and writing. In this scenario, strategies are aimed at overcoming these rates, placing teacher training as the most emphasized. Initial training raises a series of questions about its effectiveness, while continuing training becomes the most adopted measure, mainly through Public Educational Policies, to develop the teaching knowledge. This in turn is required for pedagogical practice capable of minimizing unsatisfactory results (FORMOSINHO, 2009; GONTIJO, 2014, IMBERNON, 2010). It is highlighted in the Educational Public Policy. In this sense, the implementation of the National Education PNE/2014 is mostly regarded as the articulation among the Federative Bodies for the promotion of a good quality education and for mitigation of low rates in the literacy field. In the case of literacy, it is identified in PNE/2014 as the proposition of the goal 5 and its respective strategies in order to provide literacy instruction to all children until the 3rd grade of elementary school. In the face of the challenges that this goal proposes, it is reflected how the municipalities have been organized through the Municipal Education Plan to meet the proposal of the PNE/2014 and, at the same time, consider their educational specificities. The form of detailed organization in the Municipal Plans of Education of the Baixada Fluminense of Rio de Janeiro awakens interests in the goal 5. The Universe of Research is the Municipal Plans of Education of 11 (eleven) municipalities in Baixada Fluminense of the State of Rio de Janeiro. As a methodological guide, it is based on a qualitative approach (CHIZOTTI, 1995), inspired in the fundamentals of content analysis (BARDIN, 2016). The analyzed Municipal Plans show relevant points, such as a certain imprecision regarding the theoretical / methodological conceptions. These ones upport the literacy proposal, the concernings about the results suggested by the large-scale evaluations and an emphasis on continuing education, perceived as the improvement of professional skills. The data and results suggest that the investigated Plans addresses fundamentally two aspects: firstly, restate the proposals sent at the federal scope; secondly, undertake diversified strategies and actions. Even facing the importance of the Municipal Plan of Education, it is a timely inference that this often represents not only the fulfillment of a legal requirement but also a document that should represent the Pedagogical Proposal in the municipality. In addition, the proposition of several pulverized strategies can lead to actions that cannot always be properly considered. This dispersion promotes the loss in the heart of urgent actions which are crucial for the success of PMEs, mainly, in terms of the fulfillment of goal 5.