Formação de professores alfabetizadores: os efeitos do programa letra e vida em escolas da região de Assis
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Data
2008-03-17
Autores
Hernandes, Elianeth Dias Kanthack [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Embora os desafios presentes nos processos de Alfabetização e de Formação Docente tenham sido amplamente revisitados nas últimas décadas, acreditamos que a superação desses desafios depende, em parte, da reflexão sobre as concepções e práticas das docentes alfabetizadoras. Nessa direção, esse projeto teve a intenção de identificar quais os efeitos do Programa de Formação de Alfabetizadores – Letra e Vida - em salas de aula da região de Assis; como esses impactos se traduziram em revisão dos procedimentos didáticos das professoras; e quais os resultados significativos detectados no processo de aprendizagem dos alunos. Para isso, optamos adotar como ferramenta metodológica a pesquisaação, por ser uma metodologia de pesquisa científica que pressupõe, em seu referencial teórico o caráter formativo-emancipatório do pesquisador e dos sujeitos envolvidos na pesquisa. Embasados nessa metodologia, os dados obtidos foram discutidos, refletidos, apropriados e ressignificados pela pesquisadora e pelo grupo de professores participantes, transformando-se assim, gradativamente, em novos conhecimentos, durante todo o processo reflexivo desta pesquisa-ação. A análise dos resultados do Sistema de avaliação do Rendimento Escolar de São Paulo – SARESP - serviu como parâmetro para identificar possíveis avanços e lacunas existentes nas práticas das docentes alfabetizadoras, bem como, na implementação do Programa de Formação de Alfabetizadores que participaram. O acompanhamento do trabalho realizado em sala de aula, a coleta de depoimentos das professoras e a realização de reuniões, da pesquisadora com as professoras, ocorreram em diferentes momentos, organizados a partir das situações relevantes que emergiram durante o processo de pesquisa-ação.
While the challenges existing in the process of Reading and Writing and the Education of Teachers have been largely revisited in the last decades, we believe that the overcoming of those challenges depend, partly, on the meditation, on the conceptions and the teachers’ practice on reading and writing. Therefore, this project has had the intention of identifying what were the Education Program effects on Reading and Writing Teachers – Letra e Vida – in classrooms in the region of Assis; how those impacts were transformed into revision of the teacher’s educational procedures; and which were the significant results noticed in the student’s learning process. In order to do that, we decided to adopt as a methodological tool the research-action because it is a methodology of the scientific research that foresees, in its theoretical referential, the formativeemancipator quality of the researcher and the subjects involved in the research. Based on it, the data obtained were discussed, considered and adapted by the researcher and the participating teachers group, then it was transformed, progressively, into new knowledge during the whole speculative process of this research-action. The analysis of the Scholar Productivity Evaluation System of São Paulo’s results – SARESP – has helped as a parameter to identify coming advancements and existing gaps in the teachers of reading and writing’s assignments as well as in the implementation of the Teachers’ Education Program on Reading and Writing they participated. The attendance of the work accomplished with the students in classroom, the collection of testimonies from the teachers and the execution of meetings with the researcher and the teachers took place in different moments which were organized from relevant situations that came out during the research-action process.
While the challenges existing in the process of Reading and Writing and the Education of Teachers have been largely revisited in the last decades, we believe that the overcoming of those challenges depend, partly, on the meditation, on the conceptions and the teachers’ practice on reading and writing. Therefore, this project has had the intention of identifying what were the Education Program effects on Reading and Writing Teachers – Letra e Vida – in classrooms in the region of Assis; how those impacts were transformed into revision of the teacher’s educational procedures; and which were the significant results noticed in the student’s learning process. In order to do that, we decided to adopt as a methodological tool the research-action because it is a methodology of the scientific research that foresees, in its theoretical referential, the formativeemancipator quality of the researcher and the subjects involved in the research. Based on it, the data obtained were discussed, considered and adapted by the researcher and the participating teachers group, then it was transformed, progressively, into new knowledge during the whole speculative process of this research-action. The analysis of the Scholar Productivity Evaluation System of São Paulo’s results – SARESP – has helped as a parameter to identify coming advancements and existing gaps in the teachers of reading and writing’s assignments as well as in the implementation of the Teachers’ Education Program on Reading and Writing they participated. The attendance of the work accomplished with the students in classroom, the collection of testimonies from the teachers and the execution of meetings with the researcher and the teachers took place in different moments which were organized from relevant situations that came out during the research-action process.
Descrição
Palavras-chave
Alfabetização, Professores alfabetizadores - Formação, Learning of reading and writing
Como citar
HERNANDES, Elianeth Dias Kanthack. Formação de professores alfabetizadores: os efeitos do programa letra e vida em escolas da região de Assis. 2008. 226 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2008.