The continued teaching policy of the Municipality of Santa Maria – RS: from the national Program of Literacy at the Certain Age (PNAIC) to the Municipal Program of Literacy and Literacy (PROMLA)

Abstract

The paper aimed to comprehend the articulation between the continued teacher training proposes for Kindergarten teachers in the Municipal Education Network from Santa Maria, Rio Grande do Sul, and materialized on National Pact for Literacy at the Right Age (PNAIC) and Municipal Literacy Program (PROMLA). From a qualitative approach, we problematize the Program’s proposals and their impacts on teaching work and on the Kindergarten curriculum. In the investigative process, as data producing instruments, we used semi-structured interviews and online questionnaires with the participation of eight people. We identified that the PNAIC training had multiple interpretations, its execution is also given by the conceptions of the subjects responsible for putting it into practice, in the face of many weaknesses and governmental neglect. In this context, we witnessed the creation of PROMLA, which did not obtain the necessary subsidies for a qualified and respectful training process with the specificities of ages, reinforcing traditional and prepared teaching discourses and practices, clearly focused on literacy.