Mudanças na alfabetização e resistência docente na voz de professoras dos anos iniciais do ensino fundamental: implicações das medidas políticas na prática pedagógica
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Data
2013-02-28
Autores
Scanfella, Ana Teresa [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esse trabalho teve por objetivo analisar a resistência docente na ―voz‖ de professoras alfabetizadoras em relação às ações políticas voltadas à alfabetização e materializadas em programas de formação continuada que visam alterar as práticas docentes. A prática pedagógica está fundamentada em procedimentos definidos por saberes oriundos de aspectos que compõem a trajetória pessoal e profissional de cada docente. Por isso muitas vezes os professores demonstram resistência às medidas políticas que visam promover mudanças na alfabetização e, para que prevaleçam seus interesses, desenvolvem estratégias para reajustar seu trabalho às determinações oficiais. Autores como Hargreaves, Apple, Meirieu e Birgin contribuíram para fundamentar o que se entende por resistência docente e estratégias adotadas mediante as ações políticas, enquanto autores como Tardif, Borges, Gauthier, Gimeno Sacristán e Soares trouxeram subsídios para embasar as análises referentes aos saberes docentes e práticas pedagógicas. O percurso metodológico baseou-se em procedimentos de abordagem qualitativa. A análise documental procedeu com o estudo de materiais relativos ao Programa de Formação de Professores Alfabetizadores – PROFA/ ―Letra e vida‖ e ao projeto ―Estudar pra valer!‖ implementados por uma Secretaria Municipal de Educação do interior paulista a partir da década de 1990. Estes programas foram analisados com base nas categorias: objetivos, concepções de alfabetização, orientações/procedimentos para o trabalho de alfabetização, atividades e terminologias, o que contribuiu para o levantamento das diferenças e semelhanças entre os mesmos. Por meio de uma investigação de natureza empírica realizou-se, durante os meses de janeiro e fevereiro de 2012, entrevistas semiestruturadas...
This study aimed to analyze resistance in teaching under the voice of literacy teachers in relation to political actions aimed at literacy and materialized in continuing education programs in order to change teaching practices. The pedagogical practice is based on procedures established by knowledge of matters that make up the personal and professional trajectory of each teacher. So teachers often demonstrate resistance to policy measures aimed at promoting literacy and changes to prevailing interests, develop strategies to readjust his/her work to the official determinations. Authors like Hargreaves, Apple, and Meirieu, Birgin contributed to substantiate what is meant by resistance and teaching strategies adopted by political actions, while authors such as Tardif, Borges, Gauthier, Soares brought Gimeno Sacristán and subsidies to support analyzes related to teacher knowledge and pedagogical practices. The methodological approach was based on qualitative approach procedures. The documentary analysis proceeded with the study of materials relating to the Educating Program Literacy Teachers - PROFA / Letra e and vida and the project Estudar para valer! - implemented by a Municipal Education Department of the 1990s. These programs were analyzed based on the categories: goals, concepts of literacy, guidelines / procedures for literacy work, activities and terminologies, which contributed to the lifting of the differences and similarities between them. Through an empirical investigation was conducted during the months of January and February 2012, semi-structured interviews with six teachers of the early years of elementary school experienced already work with literacy for at least ten years in municipal schools - the locus of this research. Data were organized into four areas of analysis: concepts about literacy and... (Complete abstract click electronic access below)
This study aimed to analyze resistance in teaching under the voice of literacy teachers in relation to political actions aimed at literacy and materialized in continuing education programs in order to change teaching practices. The pedagogical practice is based on procedures established by knowledge of matters that make up the personal and professional trajectory of each teacher. So teachers often demonstrate resistance to policy measures aimed at promoting literacy and changes to prevailing interests, develop strategies to readjust his/her work to the official determinations. Authors like Hargreaves, Apple, and Meirieu, Birgin contributed to substantiate what is meant by resistance and teaching strategies adopted by political actions, while authors such as Tardif, Borges, Gauthier, Soares brought Gimeno Sacristán and subsidies to support analyzes related to teacher knowledge and pedagogical practices. The methodological approach was based on qualitative approach procedures. The documentary analysis proceeded with the study of materials relating to the Educating Program Literacy Teachers - PROFA / Letra e and vida and the project Estudar para valer! - implemented by a Municipal Education Department of the 1990s. These programs were analyzed based on the categories: goals, concepts of literacy, guidelines / procedures for literacy work, activities and terminologies, which contributed to the lifting of the differences and similarities between them. Through an empirical investigation was conducted during the months of January and February 2012, semi-structured interviews with six teachers of the early years of elementary school experienced already work with literacy for at least ten years in municipal schools - the locus of this research. Data were organized into four areas of analysis: concepts about literacy and... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Alfabetização, Professores, Ensino, Educação e Estado
Como citar
SCANFELLA, Ana Teresa. Mudanças na alfabetização e resistência docente na voz de professoras dos anos iniciais do ensino fundamental: implicações das medidas políticas na prática pedagógica. 2013. 208 f. Dissertação (mestrado) - Universidade Estadual Paulista Júlio de Mesquita Filho, Faculdade de Ciências e Letras de Araraquara, 2013.