Pnaic’s literacy games: contributions and limitations from the teachers’ perpsectives

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dc.contributor.authorde Lucca, Tatiana Andrade Fernandes [UNESP]
dc.contributor.authorOsti, Andréia [UNESP]
dc.contributor.authorParente, Cláudia da Mota Darós [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2023-07-29T13:24:01Z
dc.date.available2023-07-29T13:24:01Z
dc.date.issued2023-01-01
dc.description.abstractThis article analyses how female literacy teachers who took part in the 2013 National Pact for Literacy at the Correct Age-Pnaic formation understand the contribution of the programme’s games to literacy, discussing the relation there is between inserting the resources in a classroom and the teacher’s formation directed towards this subject. Taking into account the relevance of systematic teaching for linguistic contents, and the researches on the specificities of the educators’ formation, the discussion aimed to relate how the specific formation on PNAIC can foster the understanding of how relevant it is to make use of literacy games. To do so, we carried out a bibliographic and documentary research on the subject, including Pnaic’s formation materials and the games’ analysis. We also interviewed ten female educators who took part in Pnaic, in order to investigate how the discussion on the games took place at the formation and how the teachers evaluated the material. We could infer that it is necessary to invest in formations on playfulness and specifically on the games and their possibilities and limitations in the education context. The participants regard the games as contributing resources for literacy, but point at failures when the subject is discussed at the formation. We reiterate the formation processes need to work as spaces for discussions and reflections of the educators’ actions.en
dc.description.affiliationInstituto de Biociências de Rio Claro Universidade Estadual Paulista “Júlio de Mesquita Filho”, Avenida 24-A, 1515, São Paulo
dc.description.affiliationDepartamento de Educação Instituto de Biociências de Rio Claro Universidade Estadual Paulista “Júlio de Mesquita Filho”, São Paulo
dc.description.affiliationFaculdade de Filosofia e Ciências Universidade Estadual Paulista “Júlio de Mesquita Filho”, São Paulo
dc.description.affiliationUnespInstituto de Biociências de Rio Claro Universidade Estadual Paulista “Júlio de Mesquita Filho”, Avenida 24-A, 1515, São Paulo
dc.description.affiliationUnespDepartamento de Educação Instituto de Biociências de Rio Claro Universidade Estadual Paulista “Júlio de Mesquita Filho”, São Paulo
dc.description.affiliationUnespFaculdade de Filosofia e Ciências Universidade Estadual Paulista “Júlio de Mesquita Filho”, São Paulo
dc.identifierhttp://dx.doi.org/10.4025/actascieduc.v45i1.54788
dc.identifier.citationActa Scientiarum - Education, v. 45.
dc.identifier.doi10.4025/actascieduc.v45i1.54788
dc.identifier.issn2178-5201
dc.identifier.issn2178-5198
dc.identifier.scopus2-s2.0-85139486964
dc.identifier.urihttp://hdl.handle.net/11449/247721
dc.language.isopor
dc.relation.ispartofActa Scientiarum - Education
dc.sourceScopus
dc.subjecteducator formation
dc.subjectplayfulness
dc.subjectteaching practice
dc.titlePnaic’s literacy games: contributions and limitations from the teachers’ perpsectivesen
dc.titleJuegos de alfabetización del PNAIC: contribuciones y limitaciones en las perspectivas de las profesorases
dc.titleJogos de alfabetização do Pnaic PNAIC: contribuições e limitações nas perspectivas das professoraspt
dc.typeArtigo
unesp.author.orcid0000-0002-5080-8353[1]
unesp.author.orcid0000-0002-7605-2347[2]
unesp.author.orcid0000-0003-0250-8935[3]

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