Programas de formação de alfabetizadores em Portugal e no Brasil: representações de professores
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Data
2012-02-06
Autores
Valiengo, Amanda [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A questão motivadora desta tese é a representação dos professores alfabetizadores diante dos Programas de Formação Continuada e suas repercussões para o processo da alfabetização em língua portuguesa. Os objetivos são: a análise das representações de professores capacitados no Programa Letra e Vida (São Paulo/Brasil) e no Programa Nacional de Ensino do Português (Portugal); a apresentação e discussão dos Programas de Formação em São Paulo e em Portugal; o entendimento dos impactos proporcionados pelas capacitações ocorridas nos Programas de Formação em suas atuações pedagógicas. O trabalho está organizado em cinco capítulos: Percursos metodológicos: método narrativo, entrevista e escolha dos sujeitos; Retomada histórica: o contexto educacional de Portugal e do Brasil; Programas de formação continuada em Portugal e no Brasil; Tornar-se professor alfabetizador: narrativas de professores; Programas de formação continuada: representações de professores. O método utilizado foi o da pesquisa narrativa proposta por Nóvoa (1993); Catani, Bueno, Souza e Souza (1997); Josso (2006); Pineau (2006a e b); Souza, (2006 a e b). As narrativas das professoras brasileiras e portuguesas foram realizadas mediante entrevista, com um roteiro previamente elaborado. O critério para a coleta dos dados e transcrição das entrevistas baseou-se nas ideias de Bourdieu. As narrativas dizem respeito à alfabetização dos professores, às formações destinadas à função docente, às formações continuadas, especificamente a formação realizada no Programa Nacional de Ensino do Português e Programa Letra e Vida. As análises são realizadas a partir dos documentos propostos nesses programas...
The motivating issue for this thesis is the representation of literacy teachers facing continuing education programs and its results on the Portuguese language literacy process. The objectives are: analysis on teachers‟ representations educated on Letra e Vida Programa (São Paulo / Brazil) and on Portuguese Teaching National Program (Portugal); presentation and discussion on education programs in São Paulo and Portugal; understanding the impacts caused on the education programs and their pedagogical actions. This paper is organized in 5 chapters: methodological paths: Narrative methods, interview and subject choice; Historical reprise: educational context in Portugal and Brazil; Continuing educational programs in Portugal and Brazil; Being a literacy teacher: teacher’s narratives; Continuing education programs: teacher’s representations. The used method was the narrative research proposed by Nóvoa (1993); Catani, Bueno, Souza and Souza (1997); Josso (2006); Pineau (2006a e b); Souza, (2006 a e b). The Portuguese and Brazilian teachers‟ narratives were performed by pre-established guide interviews. The criteria for data collection were based on Bourdieu‟s ideas. The narratives are about teachers‟ literacy, about their formal and continuing education, especially the ones performed by Portuguese Teaching National Program and Letra e Vida Program. The analyses are made on documents proposed by those programs and by authors who enhance the discussions. The conclusions show: positive features on Portuguese teachers because the tutor on Portuguese Teaching National Program was an initial grades teacher; increase on reading and the strategies to do so, either by Portuguese or Brazilian teachers; most interviewed maintained their methodology on teaching reading and writing/ and so on
The motivating issue for this thesis is the representation of literacy teachers facing continuing education programs and its results on the Portuguese language literacy process. The objectives are: analysis on teachers‟ representations educated on Letra e Vida Programa (São Paulo / Brazil) and on Portuguese Teaching National Program (Portugal); presentation and discussion on education programs in São Paulo and Portugal; understanding the impacts caused on the education programs and their pedagogical actions. This paper is organized in 5 chapters: methodological paths: Narrative methods, interview and subject choice; Historical reprise: educational context in Portugal and Brazil; Continuing educational programs in Portugal and Brazil; Being a literacy teacher: teacher’s narratives; Continuing education programs: teacher’s representations. The used method was the narrative research proposed by Nóvoa (1993); Catani, Bueno, Souza and Souza (1997); Josso (2006); Pineau (2006a e b); Souza, (2006 a e b). The Portuguese and Brazilian teachers‟ narratives were performed by pre-established guide interviews. The criteria for data collection were based on Bourdieu‟s ideas. The narratives are about teachers‟ literacy, about their formal and continuing education, especially the ones performed by Portuguese Teaching National Program and Letra e Vida Program. The analyses are made on documents proposed by those programs and by authors who enhance the discussions. The conclusions show: positive features on Portuguese teachers because the tutor on Portuguese Teaching National Program was an initial grades teacher; increase on reading and the strategies to do so, either by Portuguese or Brazilian teachers; most interviewed maintained their methodology on teaching reading and writing/ and so on
Descrição
Palavras-chave
Educação, Professores alfabetizadores, Alfabetização
Como citar
VALIENGO, Amanda. Programas de formação de alfabetizadores em Portugal e no Brasil: representações de professores. 2012. 251 f. Tese (Doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências de Marília, 2012.