Initial teacher training based on collaborative actions: an intervention project

Abstract

This text presents the final results of an action/intervention research project, the aims of which were to help improve the reading and writing skills of children in the early years of primary school at a municipal school in Naviraí-MS and to promote collective spaces for study, reflection and pedagogical support between Pedagogy students and teachers at the school. The project was organized through fortnightly meetings with the executing team at the UFMS University Campus. University Campus. During these meetings, the team of 15 students and the supervising teacher studied and planned activities. Through studies based on the perspective of literacy, constructivist theory and teacher training, didactic sequences were drawn up to assist students who were at different levels of reading and writing development. The results show that 58% of the children assisted in the first phase of the project (from July to December 2017) learned, and 71.4% in the second phase (from March to July 2018). Also noteworthy is the increase in students' self-esteem and belief in their own learning. The teaching, research and extension activities also helped to strengthen the autonomy and professional identity of the students involved in the work.