Pacto nacional pela alfabetização na idade certa (pinaic) na educação infantil

Abstract

This article is part of an ongoing research and aims to undersatand its meaning and implications of PNAIC (National Pact for Literacy at the Right Age) as a continuing formation program to effect changes in the social quality of teaching work in Child Education. The problematic issue is to understand how the continuing formation of early childhood education teachers about PNAIC, a program aimed at literacy at the right age, has contributed so that the teacher can reframe his pedagogical practice children from 0 a to 5 years. For the development of this article, we theoretically ground the theme through an exploratory study of bibliographic nature, with a qualitative approach through materials already disclosed. Considering the relevance of the theme, we seek to elucidate it through authors who deal with the theme in question, considering their analyses, such as Duarte (2000), Martins (2012, 2018), Saviani (2007, 2011), Arce and Martins (2010), Gatti (2008), Gadotti (2013) among others. These authors contributed to the work so that we could understand that the continuing formation of teachers is the result of a long process of struggles and political obstacles in view of the unfolding and implications within the children's educational complex and the quality of education. We concluded that the pedagogical practice in early childhood education should be the union of the knowledge acquired by the teacher throughout his formative career and the search for new ways of performing it, considering the specificities and characteristics of childhood in itself.