Formação Continuada para Professores dos Anos Iniciais: implicações no trabalho com produção, diagnóstico e reescrita de textos

Abstract

This article refers to ongoing doctoral research linked to the Education Observatory Program (hereinafter OBEDUC) – CAPES/INEP – in which we act as volunteer researchers within the Institutional Project entitled “Continuing Education for Basic Education Teachers in the Early Years: Actions Focused on Literacy in Municipalities with Low IDEB in the Western Region of Paraná”. In this work, we present, in summary, the research we are developing with teachers working in the 4th and 5th grades of elementary school who achieved more than 90% attendance in the continuing education meetings offered by the OBEDUC Project in 2011 and 2012. To this end, we problematize the research based on the following question: did the content addressed during the continuing education actions, more specifically regarding the conduction of the practice of text rewriting, contribute to the teacher's work in the classroom in the diagnostic evaluation of texts written by students? This study falls within the field of Applied Linguistics and is based on qualitative research, with an interpretative ethnographic foundation and collaborative research. In this article, we present how the research has been conducted, the objectives we intend to achieve, and the methodology for its implementation. To theoretically support our study, we rely on Bakhtin (2003), Bakhtin/Volochinov (2004), Costa-Hübes (2008), Geraldi (1984), among other authors.