A formação do professor e a alfabetização científica uma proposta do PIBID para alfabetizar letrando crianças em uma escola regular na cidade de Parintins

Abstract

This study seeks to portray the experience of qualified teachers and teachers in training that participate in the PIBID research group. The groups seeks to understand teaching practices based on scientific knowledge in the area of education. The methodology used was qualitative research and a phenomenal approach, using action research as the procedure with the intention of reaching the proposed objectives, and participant observation as the research technique via an intervention project in a city school in the city of Parintins, Amazonas state, Brazil. The intervention involves the teaching of 2nd and 3rdgrade children with reading and writing difficulties. To reach this goal, we consulted the works of Chassot (2003), Luckesi (2011), Soares (2008), and Severino (2007) and used a dialectic method with semi-structured recorded interviews, direct observation and intervention with the teachers and students. Through the results of the study, we perceived that the problem lies in the teacher training process and the lack of scientific knowledge. Therefore, the results show that we need to provide the teachers with continuous training that is linked to reality and which provides the students with the acquisition of knowledge that guarantees them the right to citizenship and social inclusion. Keywords: Teacher Training. Scientific Education. Literacy.