Entre os programas de alfabetização e sua materialização na prática do professor alfabetizador
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2022-09-30
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Universidade Federal de Goiás
Resumo
This paper presents the results of a master's research that aims to understand
literacy from the point of view of continuing education of literacy teachers,
taking into account the official literacy programs. From a qualitative approach,
the data survey used procedures that include the documentary study of literacy
programs and bibliographic study of theses and dissertations of graduate
programs from five Brazilian universities that composed the National Network
of Continuing Education of Basic Education Teachers, Literacy and Language
axis, between 2012 and 2020. As a theoretical and methodological reference,
we sought the policy cycle approach proposed by Ball and his collaborators, and
disseminated in Brazil by Mainardes (2006; 2009; 2011; 2013). For studies
related to literacy (1986), we resorted to Soares, (1986; 1989; 2003; 2004;
2016), Mortatti (2006; 2008; 2010; 2011) and Morais (2012, 2019), and to
give contours of educational policy, Dourado (2006, 2008). The general
objective is to reflect on literacy and its conceptual and methodological
configuration in the country in the period from 2012 to 2020, highlighting how
some conjunctural aspects have enabled the emergence of literacy
programs/policies as vehicles for the continuing education of the literacy
teacher. The results of the research indicate that literacy programs present
potentialities, limits, and challenges. Some of the potentialities are that the
programs have well defined actions and strategies. As limitations, the main one
is the discontinuity of the programs. Besides this, there is no accountability for
the investments made in the programs. The challenges are: the continuity of
the Programs in a network training perspective, discussions about
improvements in the material and working conditions of teachers, pedagogical
support to teachers at school, especially to beginners, constant monitoring of
student learning, and review of the curricula of teacher training courses. Thus,
it is expected to contribute to the strengthening of a perspective of public
policies that are concerned with the literacy issue, a structural aspect of the
school and of human formation.
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GONÇALVES, K. M. B. Entre os programas de alfabetização e sua materialização na prática do professor alfabetizador. 2022. 159 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2022.