PNAIC e PNEP: propostas, questões e impactos dos programas de formação continuada de professores alfabetizadores no Brasil e em Portugal

Abstract

The formation of the literacy teacher has been in the center stage of contemporary debates. Lately, policies and programs have been created as an expansion of actions intended to complement illiteracy eradication. In the last decade, two programs carried out in two different Portuguese-speaking countries have particularly stood out: PNAIC in Brazil and PNEP in Portugal. Thus, this research aims to compare the literacy training programs implemented in Brazil (PNAIC) and Portugal (PNEP) seeking to establish similarities and differences regarding their structural proposals, pertinent issues, and the obtained results. Its theoretical foundation is based on these programs’ official documents, indicators of the national exams/assessments of both countries, and studies on continuous formation of literacy teachers. The methodology used is mainly comparative research, but it is also bibliographic and documentary. The first point addressed concerns to the issue of literacy itself and its relation to the continuing formation of teachers who effectively work in the early years of literacy education. Afterwards, two studies about these programs are presented. The first discussing contextualization, legal frameworks, organizational structure, and financial resources. The second pointing out the formation dynamics, its theoretical-methodological approach, and resources. Subsequently, a comparative analysis presents conversations with the protagonists of these programs. In the final considerations, we concluded that PNAIC is more comprehensive than PNEP, due to the fact that it is a policy. We emphasize PNAIC positive aspects such as the maintenance of the continuing education program, the increase of literacy rates, among others. In the other hand, PNEP benefits are the idea that the disciplinary knowledge should also be approached in teachers’ formation, its scope not restricted to the first three years of the basic cycle since there is teaching of reading and writing every year, among others. As a negative aspect, we highlight the submission to the neoliberalism and to the World Bank constraints which affected the rankings.