Formação de professores alfabetizadores em cursos de pedagogia: sentidos de professores formadores

This thesis aims to analyze the training of literacy teachers in pedagogy courses, from meanings attributed to this process by teacher-trainers who work with specific disciplines of literacy in these courses. I assume that the training of literacy teachers in pedagogy courses consists of multiple pr...

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Autor principal: Vituriano, Hercília Maria de Moura
Outros Autores: Lopes, Denise Maria de Carvalho
Formato: doctoralThesis
Idioma:por
Publicado em: Brasil
Assuntos:
Endereço do item:https://repositorio.ufrn.br/jspui/handle/123456789/22526
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Resumo:This thesis aims to analyze the training of literacy teachers in pedagogy courses, from meanings attributed to this process by teacher-trainers who work with specific disciplines of literacy in these courses. I assume that the training of literacy teachers in pedagogy courses consists of multiple processes and is marked by several factors, among them the ways teachers-trainers, who work in these courses with literacy courses, give meaning to teacher training and its objects or specific focus, such as literacy. These senses, drawn up in their stories of personal and professional life are, although not exclusively and directly, constitutive of its educational actions, relations and developments in the learning of students, trainees in these courses. The study took as theoretical and methodological support the perspective of qualitative research, linking it with the principles of cultural-historical approach LS Vygotsky and dialogism M. Bakhtin for research on human processes that focus on those studies, the centrality language and interactions as constitutive of the object and its understanding of processes. Empirical research was carried out through semi-structured interviews with four teachers-trainers working in higher education institutions Pedagogy four courses of public and private networks of Sao Luis, MA. Analysis of expressed senses was built taking two major structural areas: teacher training and literacy to analyze the constituent sense bases for the training of literacy teachers in teaching courses in study. As for Teacher Training, the statements showed its significance as a link between theory and practice; as a relationship between performance contexts; as a relation between practices - teaching, research and extension; as a relationship between teacher knowledge. As for literacy, the senses expressed by trainers teachers emerged as appropriation practices of reading and writing; of action / training field; relationship with literacy and as a subject of initial training. The relationship between these axes - teacher training and literacy - grasp the following statements as an expression of their meanings in relation to training literacy teachers in pedagogy courses: limitations of the actions of the Course (unequal relationship time training x specific curriculum demands); difficulty of theory-practice articulation; need for extrapolation to the requirements of the curriculum; At the same time, the teacher educators emphasized possibilities of ongoing actions in this training process - outputs produced by them: The relationship between the theoretical and practical activities; Linkage between university-school contexts; Articulation between teaching and research activities; Articulation between education and extension activities; Articulation between different knowledge. The evidence that we can produce in our exercise of interpretation point to the need to intensify discussions and actions that contribute to an expansion of training opportunities for literacy teachers in pedagogy courses, considering the importance of this process for the teachers who are responsible for this process at school.