Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação
The analysis of training needs is not an end in itself, nor does it end in its identification, but it extends in the decision about the formative stages, of which it is a support, and can therefore be defined as a generative practice of training objectives, that is, at training project basis Accordi...
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Alfabetizar letrando na EJA Análise de necessidades da formação Conteúdos da formação docente |
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Alfabetizar letrando na EJA Análise de necessidades da formação Conteúdos da formação docente Silva, Dicla Naate da Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação |
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The analysis of training needs is not an end in itself, nor does it end in its identification, but it extends in
the decision about the formative stages, of which it is a support, and can therefore be defined as a
generative practice of training objectives, that is, at training project basis According to the authors of
reference, the training needs emerge in and from work situations, being conditioned by four relevant
aspects: the subject representations on these situations; the social relations that are established within
a given organization / institution; the financial resources available; promotion possibilities underpinning
formation. In this research we assume, in agreement with Rodrigues (2006), that teacher training will be
all the more productive the more articulated with the teacher in the context of his work, considering his
conceptions, values and expectations in relation to his daily practice. In this perspective, our conception
is that the teacher should be a co-author of their training and performance and that this training is directly
related to the conditions of the teaching exercise, in the area from which the training needs emerge. In
this direction, we conduct the research with the expectation of contributing with elements potentially
capable to enable a continuous formation in the service of the improvement of the pedagogical practice
to alphabetize young and adults in public school, into the literacy perspective. In this way and in
coherence with the conception of training needs assumed, we conceive the analysis of training needs
as the set of operations that goes from the collection of the necessities until its analytical weighting,
which, according to Rodrigues, (2006, p 104 ) requires the identification of a set of representations of
the subjects about what they lack for the professional exercise and could be obtained through training;
therefore not only its representations interested us, this set of private and personal thoughts about
changes in daily life or a given daily life problem resolution , we try to go beyond, to seek such needs
also in what has not (yet) been said or practiced, through teacher observations in
classrooms collaborating in the research. With this research position we intend to account for the dual
nature of needs, since they are also constituted of subjective elements, not only objective elements. In
our understanding, there is the study relevance: bringing to light those needs, as a contribution to the
discussions about teacher training based on their teaching needs. In accordance with the planned and
planned problems, we have chosen the following objectives: 1. To clarify the perceptions of the EJA
teachers regarding their training needs in the context of the pedagogical practices development aimed
at literacy of young people and adults. public school; 2. Infer training needs of EJA literacy teachers,
based on the use of data collection procedures; 3. Materialize - the training needs learned - in
Programmatic Content of the training of EJA literacy teachers. These objectives cover the two main
facets of the object of study, since the first is to capture the representations of teachers, what they have
in mind about their needs, based on what they were able to verbalize during times of face-to-face
interaction with the researcher; the second objective guides the research to the inferences of needs not
yet identified by the teachers, but that can be captured by third parties, in observation sessions of their
practices. In order to operationalize the objectives, we formulated two research questions: 1. What
perceptions do teachers have about their training needs, in the development of the pedagogical practice
of literacy teaching young and adults public school students? 2. What are the formative needs of EJA
teachers to be inferred from the 'said' and 'unsaid' about teachers from their literacy practices in EJA?
from the perspective of literacy? 3. How can the Formative Needs be developed in Programmatic
Content, oriented to the Formation of the EJA literacy teacher? The research is identified with the
Qualitative Approach of Educational Research, according to Bogdan and Biklen (1994), and Lüdke and
André (1986), in the form of a Case Study, since it refers to a particular reality that, even inserted in a
more (LUDKE, ANDRÉ, 1986, p. 17 The choice of the empirical field and the subjects was carefully
undertaken and articulated. Therefore, the subjects' choice was limited to a school offering continuing
education for EJA teachers, at least in the last five years, so that these subjects, experiencing in-service
training practices in the area of literacy, had a repertoire of significant experiences in the constitution of
their knowledge. For the construction of the data, the semi-directive interview was applied to two EJA
teachers, one of Level I and the other of Level II; observations were made in the classrooms of these
teachers; the documentary analysis was done on the main normative documents of the EJA in Brazil, in
force at the time of the research. The data generated were submitted to content analysis in the manner
of Bardin (1977, 2011) and were categorized according to Amado (2014) guidelines. At the end of the
study, we bring to the public eight categories of needs, converted and / or materialized into programmatic
contents of teacher training. These identified e-or inferred, which constitute the main contribution of this
research, which, given its potential to intervene, in a positive way, if converted into programmatic
contents for the formations, can intervene precisely in the demands of the teachers of the EJA and their
students. We speculate on the possible causes of the limitations, besides the current training model, associated with operational limitations, at the level of macro and management levels and also at the
level of didactic micro-management of the classroom. |
| author2 |
Campelo, Maria Estela Costa Holanda |
| author_facet |
Campelo, Maria Estela Costa Holanda Silva, Dicla Naate da |
| format |
doctoralThesis |
| author |
Silva, Dicla Naate da |
| author_sort |
Silva, Dicla Naate da |
| title |
Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação |
| title_short |
Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação |
| title_full |
Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação |
| title_fullStr |
Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação |
| title_full_unstemmed |
Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação |
| title_sort |
alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2021 |
| url |
https://repositorio.ufrn.br/handle/123456789/44652 |
| work_keys_str_mv |
AT silvadiclanaateda alfabetizarletrandojovenseadultosdaescolapublicanecessidadesdeformacaodocentematerializadasemconteudodeformacao |
| _version_ |
1773962746646233088 |
| spelling |
ri-123456789-446522022-05-02T15:24:09Z Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação Silva, Dicla Naate da Campelo, Maria Estela Costa Holanda http://lattes.cnpq.br/3135492351176323 http://lattes.cnpq.br/2527223181575594 Noronha, Claudianny Amorim http://lattes.cnpq.br/3258090174478169 Oliveira, Josineide Silveira de http://lattes.cnpq.br/5439210347544379 Cavalcante, Maria Marina Dias http://lattes.cnpq.br/5282528331075940 Cabral, Marlucia Barros Lopes http://lattes.cnpq.br/3358484754472194 Magalhães, Rita de Cassia Barbosa Paiva http://lattes.cnpq.br/0351736925269307 Pontes, Verônica Maria de Araújo http://lattes.cnpq.br/5868116609416027 Alfabetizar letrando na EJA Análise de necessidades da formação Conteúdos da formação docente The analysis of training needs is not an end in itself, nor does it end in its identification, but it extends in the decision about the formative stages, of which it is a support, and can therefore be defined as a generative practice of training objectives, that is, at training project basis According to the authors of reference, the training needs emerge in and from work situations, being conditioned by four relevant aspects: the subject representations on these situations; the social relations that are established within a given organization / institution; the financial resources available; promotion possibilities underpinning formation. In this research we assume, in agreement with Rodrigues (2006), that teacher training will be all the more productive the more articulated with the teacher in the context of his work, considering his conceptions, values and expectations in relation to his daily practice. In this perspective, our conception is that the teacher should be a co-author of their training and performance and that this training is directly related to the conditions of the teaching exercise, in the area from which the training needs emerge. In this direction, we conduct the research with the expectation of contributing with elements potentially capable to enable a continuous formation in the service of the improvement of the pedagogical practice to alphabetize young and adults in public school, into the literacy perspective. In this way and in coherence with the conception of training needs assumed, we conceive the analysis of training needs as the set of operations that goes from the collection of the necessities until its analytical weighting, which, according to Rodrigues, (2006, p 104 ) requires the identification of a set of representations of the subjects about what they lack for the professional exercise and could be obtained through training; therefore not only its representations interested us, this set of private and personal thoughts about changes in daily life or a given daily life problem resolution , we try to go beyond, to seek such needs also in what has not (yet) been said or practiced, through teacher observations in classrooms collaborating in the research. With this research position we intend to account for the dual nature of needs, since they are also constituted of subjective elements, not only objective elements. In our understanding, there is the study relevance: bringing to light those needs, as a contribution to the discussions about teacher training based on their teaching needs. In accordance with the planned and planned problems, we have chosen the following objectives: 1. To clarify the perceptions of the EJA teachers regarding their training needs in the context of the pedagogical practices development aimed at literacy of young people and adults. public school; 2. Infer training needs of EJA literacy teachers, based on the use of data collection procedures; 3. Materialize - the training needs learned - in Programmatic Content of the training of EJA literacy teachers. These objectives cover the two main facets of the object of study, since the first is to capture the representations of teachers, what they have in mind about their needs, based on what they were able to verbalize during times of face-to-face interaction with the researcher; the second objective guides the research to the inferences of needs not yet identified by the teachers, but that can be captured by third parties, in observation sessions of their practices. In order to operationalize the objectives, we formulated two research questions: 1. What perceptions do teachers have about their training needs, in the development of the pedagogical practice of literacy teaching young and adults public school students? 2. What are the formative needs of EJA teachers to be inferred from the 'said' and 'unsaid' about teachers from their literacy practices in EJA? from the perspective of literacy? 3. How can the Formative Needs be developed in Programmatic Content, oriented to the Formation of the EJA literacy teacher? The research is identified with the Qualitative Approach of Educational Research, according to Bogdan and Biklen (1994), and Lüdke and André (1986), in the form of a Case Study, since it refers to a particular reality that, even inserted in a more (LUDKE, ANDRÉ, 1986, p. 17 The choice of the empirical field and the subjects was carefully undertaken and articulated. Therefore, the subjects' choice was limited to a school offering continuing education for EJA teachers, at least in the last five years, so that these subjects, experiencing in-service training practices in the area of literacy, had a repertoire of significant experiences in the constitution of their knowledge. For the construction of the data, the semi-directive interview was applied to two EJA teachers, one of Level I and the other of Level II; observations were made in the classrooms of these teachers; the documentary analysis was done on the main normative documents of the EJA in Brazil, in force at the time of the research. The data generated were submitted to content analysis in the manner of Bardin (1977, 2011) and were categorized according to Amado (2014) guidelines. At the end of the study, we bring to the public eight categories of needs, converted and / or materialized into programmatic contents of teacher training. These identified e-or inferred, which constitute the main contribution of this research, which, given its potential to intervene, in a positive way, if converted into programmatic contents for the formations, can intervene precisely in the demands of the teachers of the EJA and their students. We speculate on the possible causes of the limitations, besides the current training model, associated with operational limitations, at the level of macro and management levels and also at the level of didactic micro-management of the classroom. A análise de necessidades de formação não se constitui um fim em si mesma, tampouco acaba na sua identificação, mas se estende na tomada de decisão acerca das etapas formativas, da qual é um suporte, podendo, portanto, ser definida como uma prática geradora de objetivos de formação, isto é, como fundamento de um projeto de formação. Segundo os autores de referência, as necessidades de formação despontam nas e das situações de trabalho, sendo condicionadas por quatro relevantes aspectos: as representações dos sujeitos sobre essas situações; as relações sociais que se estabelecem no âmbito de dada organização/instituição; os recursos financeiros disponíveis; as possibilidades de promoção subjacentes à formação. Nesta pesquisa, assumimos, em concordância com Rodrigues (2006), que a formação do professor será tanto mais produtiva quanto mais estiver articulada com o professor no contexto do seu trabalho docente, considerando suas concepções, valores e expectativas em relação à sua prática pedagógica cotidiana. Nessa perspectiva, nossa concepção é a de que o professor deva ser coautor da sua formação e atuação e que essa formação esteja diretamente relacionada às condições do exercício docente, no bojo das quais emergem as necessidades formativas. Nessa direção, conduzimos a pesquisa com a expectativa de contribuir com elementos potencialmente capazes de possibilitar uma formação continuada a serviço da melhoria da prática pedagógica para alfabetizar jovens e adultos da escola pública, na perspectiva do letramento. Desse modo e em coerência com a concepção de necessidades formativas assumida, concebemos a análise de necessidades de formação como o conjunto das operações que vai desde a recolha das necessidades até a sua ponderação analítica, o que, segundo Rodrigues (2006, p.104), requer a identificação de um conjunto de representações dos sujeitos sobre o que lhes falta para o exercício profissional, o que poderia vir a ser obtido por meio de formação. Todavia, não só as suas representações nos interessavam, mas também este conjunto de pensamentos particulares e pessoais sobre transformações do quotidiano profissional ou da resolução de um dado problema desse mesmo quotidiano. Tentamos ir além, buscar igualmente as suas necessidades naquilo que não foi (ainda) dito ou praticado, por meio das observações em salas de aula das professoras colaboradoras da pesquisa. Com esta postura de pesquisa, pretendemos dar conta da natureza dual das necessidades, visto que elas se constituem também de elementos subjetivos, não apenas dos elementos objetivos. Em nosso entender, aí está a relevância do estudo: trazer à tona tais necessidades, como contribuição às discussões sobre formação docente a partir das necessidades formativas desses professores. Para nos orientar no estudo, em consonância com a problemática planejada, elegemos os seguintes objetivos: 1. Explicitar percepções de professores da EJA, acerca de suas necessidades formativas no âmbito do desenvolvimento de práticas pedagógicas que objetivem a alfabetização-letramento de jovens e adultos da escola pública; 2. Inferir necessidades formativas de professores alfabetizadores da EJA, a partir da utilização de procedimentos de recolha dos dados; 3. Materializar - as necessidades de formação apreendidas - em Conteúdos Programáticos da formação de professores alfabetizadores da EJA. Estes objetivos dão cobertura às duas principais facetas do objeto de estudo, pois que o primeiro dá conta de captar as representações dos docentes, aquilo que eles têm em mente sobre suas necessidades, com base no que conseguiram verbalizar durante os momentos de interação ‘face a face’ com a pesquisadora; o segundo objetivo orienta a pesquisa para as inferências de necessidades ainda não identificadas pelos docentes, mas que podem ser captadas por terceiros, em sessões de observação de suas práticas. Para operacionalizar os objetivos, formulamos três questões norteadoras da pesquisa: 1. Que percepções os professores têm sobre as suas necessidades formativas? 2. Que necessidades formativas das professoras podem ser inferidas, a partir do ‘dito’ e do ‘não-dito’ sobre suas práticas alfabetizadoras na EJA? 3. Como as Necessidades Formativas podem se desdobrar em Conteúdos Programáticos, orientados para a Formação do professor alfabetizador da EJA? A pesquisa se inscreve na Abordagem Qualitativa da Investigação Educacional, consoante Bogdan e Biklen (1994), e Lüdke e André (1986), na forma de Estudo de Caso, pois se refere a uma realidade particular que, mesmo inserida num contexto mais amplo, tinha seus contornos bem delimitados, dos quais procuramos extrair o que lhe era peculiar (LUDKE; ANDRÉ, 1986, p.17). A escolha do campo empírico e dos sujeitos foi criteriosamente empreendida e articulada. Portanto, a escolha dos sujeitos foi delimitada a uma escola com oferta de formação continuada para professores da EJA, pelo menos nos últimos cinco anos, para que estes sujeitos, vivenciando práticas de formação em serviço na área da alfabetização, tivessem um repertório de experiências significativas na constituição de seus saberes. Para a construção dos dados, foram utilizados: a entrevista semi-diretiva, aplicada a duas professoras de EJA, sendo uma do Nível I e a outra do Nível II; a observação foi realizada nas salas de aula destas professoras; a análise documental foi feita sobre os principais documentos normativos da EJA no Brasil, vigentes à época da pesquisa. Os dados gerados foram submetidos à análise de conteúdo, nos moldes de Bardin (1977, 2011) e foram categorizados segundo orientações de Amado (2014). Ao término do estudo, trazemos a público oito categorias de necessidades, convertidas e/ou materializadas em conteúdos programáticos da formação docente. Estes se constituem na principal contribuição desta pesquisa, que, haja vista a sua potencialidade para intervir, de forma positiva, nas demandas dos docentes da EJA e dos seus alunos. Especulamos, ainda, com base nos dados gerados, sobre possíveis causas das limitações verificadas, para além do atual modelo de formação, associada a limitações operacionais, nos níveis da macro e da micro gestão didático-pedagógica da sala de aula. 2021-10-19T16:41:48Z 2021-10-19T16:41:48Z 2019-02-28 doctoralThesis SILVA, Dicla Naate da. Alfabetizar letrando jovens e adultos da escola pública: necessidades de formação docente materializadas em conteúdo de formação. 2019. 137f. Tese (Doutorado em Educação) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2019. https://repositorio.ufrn.br/handle/123456789/44652 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO |