Conhecimentos linguísticos do professor alfabetizador em uma proposta de formação docente

Abstract

This paper presents the results of an action research conducted with a group of teachers from the literacy cycle of a public school in São Paulo. The research aimed to assess the impact of a training proposal specifically designed for this study. The data presented herein pertain to the pedagogical knowledge of teachers regarding the subjects they teach. The proposed training covered topics related to Cognitive Psychology, Psycholinguistics, and Cognitive Science, focusing primarily on the development of linguistic, metalinguistic, and cognitive abilities essential for the initial stages of reading and writing. Participating teachers were asked to complete two questionnaires—one before and one after engaging in the formative proposal—to gauge their initial understanding of the theme and the potential contributions or advancements resulting from the intervention in their professional development. Analysis of the results revealed that, despite all participants having undergone initial training in Pedagogy, the majority indicated a lack of exposure to formative content associated with the development of metalinguistic abilities. This gap in knowledge was evident, highlighting a qualitative improvement in their professional performance and literacy teaching practice after the intervention. We advocate for the essential inclusion of linguistic and metalinguistic knowledge in the curricula of initial training programs for literacy teachers.