Desafios e perspectivas reflexivas na formação em serviço do(a) professor(a) alfabetizador: diálogo entre políticas e práticas

Abstract

This study, developed within the Postgraduate Program in Education at the University of Western São Paulo (PPGE/Unoeste), aims to analyze the constitutive dynamics between formative trajectory, educational public policies, and literacy pedagogical practice, in light of a (auto)biographical approach. The investigation is anchored in revisiting the researcher's historicity, whose trajectory is constituted in a social and cultural context marked by restrictions on access to systematized knowledge, scarcity of cultural capital, and absence of consolidated academic references. In this scenario, the school is configured as a space of mobility and transformation, especially through formative experiences mediated by teachers who, beyond the transmission of content, expressed ways of being, knowing, and belonging to the educational field. The choice of the theme stems from the researcher's professional experiences in the context of the public school, which raised concerns about teacher training processes and their implications for pedagogical practice. These concerns led to the following research question: how is the continuing in-service training of literacy teachers configured, considering the challenges faced and the reflective perspectives that emerge throughout their professional development? As a general objective, this research seeks to investigate the continuing in-service training of literacy teachers, with an emphasis on the challenges and reflective possibilities that permeate the exercise of teaching, taking as a reference the educational policies that guide pedagogical practice. Specifically, it aims to understand the constitution of formative experiences throughout the teaching career, identify the materialization of public policies in the daily school routine, and analyze to what extent reflection on practice contributes to the re-signification of teaching practice. From a methodological point of view, this is a qualitative research, of an exploratory and interpretative nature, based on the (auto)biographical perspective. This approach makes it possible to understand formative experiences from the researcher's trajectory, through narration, analysis, and interpretation of experiences built in the exercise of teaching. The data sources comprise records of the professional trajectory, including teaching memoirs, formative experiences, and reflections arising from classroom work. The data analysis was conducted from a reflective movement that involved the description of experiences, the identification of recurrences, tensions, and challenges, as well as the construction of analytical and interpretative axes. The results show that the formative process is configured in a way that is inseparable from the conditions of origin and the opportunities historically produced, which demands the problematization of continuing education policies, considering their limits and potentialities in promoting critical, reflective, and contextualized pedagogical practices in the field of literacy. Furthermore, the findings indicate that continuing in-service training for literacy teachers is a complex process, fraught with multiple challenges, among which are the workload overload, the scarcity of pedagogical resources, the devaluation of teachers, and the provision of training that is sometimes detached from the concrete demands of the school context. Added to this scenario is the insufficient intersectoral articulation between different public policies such as social assistance and health, which weakens the comprehensive care for students' needs and limits the effectiveness of training actions. These aspects highlight the need for a reconfiguration of formative models, so that they become more sensitive to the specificities of pedagogical practice, as well as supported by intersectoral articulation policies that promote integrated, collaborative and contextualized actions. On the other hand, the research reveals significant potential in this process, such as the strengthening of reflective practice, the valuing of teachers' knowledge, collaboration among peers and the re-signification of professional experience. In this sense, critical reflection on one's own trajectory stands out as a structuring element for the improvement of literacy practice, enabling the teacher to understand, analyze and transform their pedagogical action. In this direction, intersectoral articulation also presents itself as a possibility for expanding these potentialities, by favoring dialogue between different areas and professionals, contributing to a more comprehensive understanding of educational processes and the conditions that permeate them. Furthermore, the centrality of public education policies as a structuring axis for guaranteeing adequate conditions for the training, appreciation, and recognition of literacy teachers is highlighted. The fragility or absence of these policies, coupled with the lack of coordination between the different sectors responsible for guaranteeing social rights, directly impacts the effectiveness of continuing education programs, intensifying the challenges of daily school life. Thus, it becomes essential to understand how such policies, when guided by an intersectoral perspective, can contribute to the consolidation of more consistent, democratic, and contextualized training processes, capable of responding to the complex demands of educational reality. It is expected that the results of this study will provide support for strengthening public policies and continuing education programs, highlighting the urgency of implementing intersectoral articulation strategies that integrate different areas of action and promote more effective responses to educational demands. Thus, the aim is to contribute to the professional development of teachers, from a critical and reflective perspective, committed to the transformation of educational practice and the quality of teaching.