Práticas e saberes docentes na alfabetização nos anos iniciais do ensino fundamental: contribuições de pesquisas contemporâneas em educação
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Data
2012-03-30
Autores
Cerdas, Luciene [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta tese consiste na organização, análise e síntese dos conhecimentos produzidos pelas pesquisas em relação às práticas e aos saberes dos professores alfabetizadores, na perspectiva de que a experiência na docência representa uma das fontes de constituição dessas práticas e saberes, ao lado das trajetórias pessoais de vida e de formação para a profissão, e são, portanto, capazes de gerar subsídios para uma reflexão acerca da alfabetização. Esta tese busca, desse modo, responder aos seguintes questionamentos: a partir das pesquisas é possível conhecer quais as práticas e os saberes que fazem parte da cultura alfabetizadora dos professores? As pesquisas revelam elementos que influenciam a constituição dessas práticas e saberes? A partir das pesquisas é possível identificar aspectos de reprodução e inovação nas práticas e saberes dos alfabetizadores? As pesquisas evidenciam o papel das práticas pedagógicas no processo de consolidação dos saberes docentes? Verifica-se a existência de uma produção constante de pesquisas sobre as práticas e os saberes na alfabetização, cujo conhecimento produzido merece ser organizado, identificando-se não só as tendências teóricas e metodológicas dessas pesquisas na área da educação, mas também ressaltando suas contribuições para as reflexões sobre a alfabetização das crianças nos anos iniciais do Ensino Fundamental. Realiza-se uma pesquisa bibliográfica, na qual são analisadas teses e dissertações produzidas entre 2005 a 2009 nos programas de Pós-Graduação em Educação do Estado de São Paulo com foco nas práticas e saberes de professores alfabetizadores. A análise das pesquisas foi feita a partir de autores que tratam das práticas e saberes docentes, entre eles destacam-se Gimeno Sacristán, Jackson, Charthier...
The aim of this thesis is to organize, synthesize and analyze some results of academic researches concerning to both literacy teacher’s practices and knowledge. The experience in teaching constitutes a source of practices and knowledge, beside teacher’s individual way of life and profissional education, therefore, those are elements that can together provide important clues to thinking about literacy. Seeking this objective, the study presents a survey in what are under analysis MS Theses and PhD Dissertations focusing literacy teacher’s practices and knowledge produced from 2005 to 2009 in Education Graduate Programs of Sao Paulo state. After the reading of those works, the thesis seeks to answer the following questions: is it possible to recognize what practices and knowledge belong to the teacher’s literacy culture? Do the researches contain elements that are able to influence the establishing of those practices and knowledge? Do the researches show the role of educational practices in the consolidating process of teaching knowledge? In the period from 2005 to 2009 there is a very large academic production about literacy practices and knowledge, whose acknowledge might be organized, looking for both to identify theoretical and methodological tendencies and to stand out their contribution to the thought about children literacy in the early years of Elementary School,. The analysis of researches was done by the thought of some authors who approach teacher’s practices and knowledge, such as Gimeno Sacristán, Jackson, Charthier, Mercado, Tardif, Borges, Gauthier, et al, among others. The acquired results, that wereanalyzed and organized in frames, tables and illustrations, confirm the hypothesis that have led this thesis according to the literacy teacher’s practices and knowledge, already identified by the... (Complete abstract click electronic access below)
The aim of this thesis is to organize, synthesize and analyze some results of academic researches concerning to both literacy teacher’s practices and knowledge. The experience in teaching constitutes a source of practices and knowledge, beside teacher’s individual way of life and profissional education, therefore, those are elements that can together provide important clues to thinking about literacy. Seeking this objective, the study presents a survey in what are under analysis MS Theses and PhD Dissertations focusing literacy teacher’s practices and knowledge produced from 2005 to 2009 in Education Graduate Programs of Sao Paulo state. After the reading of those works, the thesis seeks to answer the following questions: is it possible to recognize what practices and knowledge belong to the teacher’s literacy culture? Do the researches contain elements that are able to influence the establishing of those practices and knowledge? Do the researches show the role of educational practices in the consolidating process of teaching knowledge? In the period from 2005 to 2009 there is a very large academic production about literacy practices and knowledge, whose acknowledge might be organized, looking for both to identify theoretical and methodological tendencies and to stand out their contribution to the thought about children literacy in the early years of Elementary School,. The analysis of researches was done by the thought of some authors who approach teacher’s practices and knowledge, such as Gimeno Sacristán, Jackson, Charthier, Mercado, Tardif, Borges, Gauthier, et al, among others. The acquired results, that wereanalyzed and organized in frames, tables and illustrations, confirm the hypothesis that have led this thesis according to the literacy teacher’s practices and knowledge, already identified by the... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Alfabetização, Literacy
Como citar
CERDAS, Luciene. Práticas e saberes docentes na alfabetização nos anos iniciais do ensino fundamental: contribuições de pesquisas contemporâneas em educação. 2012. 393 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2012.