masterThesis
O Programa Pró-Letramento e a formação de alfabetizadores: repercussões nas concepções e práticas de professores cursistas
Fecha
2012-07-31Registro en:
AURELIANO, Francisca Edilma Braga Soares. O Programa Pró-Letramento e a formação de alfabetizadores:
repercussões nas concepções e práticas de professores cursistas. 2012. 179 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2012.
Autor
Aureliano, Francisca Edilma Braga Soares
Resumen
This paper intents to investigate the repercussions of the Pró-Letramento -
Alphabetization and Language Course Program in the practices and conceptions of
alphabetization of learning teachers, according to their own perspectives. The
program, part of the National Formation Network of the Education Ministry, in
partnership with public universities since 2006, is destined to aid the formation of
teachers acting in the first three years of public basic education, with the goal of
qualifying them to work with alphabetization and improve quality of learning
processes and results. This investigation adopted the qualitative research paradigm
as well as the Case Study methodology, being our empirical field a Belém do Brejo
do Cruz/PB public school. The subjects are five Program graduation female
teachers, including the tutor-trainer and four graduated teachers that already teach in
the first three years of basic education. The data, gathered with documental analysis,
individual and collective semi-structured interview, and non-participant observation,
were analyzed according with Speech Analysis principals. Based on those principals,
we intersected teachers enunciations, observation sessions registries and the
Program s propositions and built interpretations based on theorization taken as
fundaments of the investigation, among which we highlight: studies on a criticalreflexive
perspective of a teacher s formation; continued formation as a permanent
development process; the principals of historical-cultural approach on alphabetization
processes and development with the centrality of language; alphabetization in a
interactionist approach. The analysis focused on the Program s repercussions: 1) in
the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and
in the practices and conceptions related to: 1.3) alphabetization in a literacy
perspective and 1.4) appropriation of the writing system. The corpus analysis
evidenced relations of continuity and discontinuity, approach and distancing between
the teachers conceptions and the Program s propositions, as well as
conceptions/significance of their speeches and related or observed practices.
Observing teachers elaborations evidences the repercussion of the Program s
formation, whilst also showing gaps and mismatches in their appropriation process
in concepts/assumptions as well as teaching propositions. These mismatches involve
interaction relationships between teachers and students, with their possibilities and
limitations surrounding the Program s knowledge objects complexity, also linking to
the social, economical, political, and cultural conditions that involve both the
implementation of the Program in each context and the conditions in which
alphabetization in public schools are developed, demanding permanent and
accompanied formation processes, investments to improve work conditions and
valuing teaching