Necessidades formativas de professoras alfabetizadoras de crianças: um estudo de caso no município de Natal
This work has its genesis in our concerns with school failure in children literacy of the public education system, which aroused our interest in the training of literacy teacher of children. From the relevant experiences lived as a Scholarship Initiator to PIBID / UFRN and later in the Scientific...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/25301 |
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| Resumo: | This work has its genesis in our concerns with school failure in children literacy
of the public education system, which aroused our interest in the training of
literacy teacher of children. From the relevant experiences lived as a
Scholarship Initiator to PIBID / UFRN and later in the Scientific Initiation the
research triad of the present work was constituted: children's literacy / school
failure / literacy teacher formation. That way, the object of study of this
dissertation was defined as formative needs of teachers to alphabetize / teach
children in the first three years of Elementary School. Consequently, the
objectives constitute itself to investigate the formation needs of teachers in the
development of the pedagogical practice of alphabetization / literacy in the first
three years of Elementary School; and to elaborate the main constituent
elements of a Formation Program that had as its guiding axis Teacher
Formation Needs of Child Literacy Teachers. The theoretical input has as main
authors Rodrigues (2006) and Rodrigues and Esteves (1993), who constitute
the main references of the Needs Analysis. In order to account for the
complexity of the study, the work inscribe itself in the Qualitative Approach to
Research, using as methodology the Case Study and as procedures for data
construction the Questionnaire, Interview, Documentary Analysis and
Observation. The empirical field was the Professor Antônio Campos e Silva
Municipal School, located at Mãe Luiza, in the eastern district of Natal / RN. The
research subjects are 3 teachers and 1 pedagogical director. Two oriented
thematic emerged from the analysis of the data, based on the principles of
content analysis: cross-sectoral thematic to the teaching practice of
alphabetizing literacy and specific thematic of the pedagogical practice of
alphabetizing literacy – each with its respective indicators of analysis – as well
as elements constituent of a Teacher Formation Program. This research
allowed to know and to reflect on the needs of the formation of literacy teachers
of children, at the same time that it propitiated the construction of a new
meaning for our own formation. It also ratified the understanding that the
analysis of teacher formation needs may lead to the construction of more
meaningful and relevant formation programs because they are attuned to the
real needs of the literacy teachers themselves. |
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