A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
Programa de Pós-Graduação: |
Mestrado Acad?mico em Educa??o
|
Departamento: |
DEPARTAMENTO DE EDUCA??O
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.uefs.br:8080/handle/tede/867 |
Resumo: | This dissertation investigated the production of meanings of literacy teachers on the formative moment called the Network of Experience, in the context of the National Literacy Program in the Right Age. In this sense, based on a qualitative approach, in a dialogue with the theoretical-methodological perspective of the Network of Meanings of the author Rossetti-Ferreira (2004), we sought to analyze the meanings that literacy teachers attribute to their formative experiences, considering the context, interactions and placements related to the Experience Network. Among the theorists who inspired this investigation is Larossa (2002), who contributed to think about education based on experience and meaning; as well as Josso (2004), who discusses formative experiences and their unfolding in self-transformation. The data production was sewn and processed in a network composed of semiotic elements - contexts, interactions and discursive practices, through recorded and semi-structured interviews, with the participation of five literacy teachers from the basic education of the municipality of Serrinha-BA. These data were interpreted from the multiple temporal dimensions, processes and interactive contexts related to Redsig: what happened, lived, and reflected, in a horizon of shifts of knowledge and actions, opening up cracks for new teaching experiences. The interactions forged from the formative moment of the Experiential Network made it possible to understand tensions in relation to the im-possibilities of teaching, thus giving rise to other ways and ways of teaching. The tensions and border zones that separate the orientations of the Program and the different possibilities of teaching make it possible to see that the teachers are transformed and self-formed from the practices of subjectivation that are triggered in the contexts of formation and teaching practice. Such teachers, while silencing, refusing, or even circumventing vertical orientation, demand a space for listening, exchanging and sharing experiences that in fact recognizes the autonomy, singularities and subjectivities inherent to the teaching profession |
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Iriart, Mirela Figueiredo Santos56871740520http://lattes.cnpq.br/812186058249516277099761587http://lattes.cnpq.br/4373988053715564Queiroz, Carla Andr?a Santos2019-09-03T22:31:28Z2018-07-09QUEIROZ, Carla Andr?a Santos. A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o. 2018. 114f. Disserta??o (Mestrado Acad?mico em Educa??o) - Universidade Estadual de Feira de Santana, Feira de Santana, BA.http://tede2.uefs.br:8080/handle/tede/867This dissertation investigated the production of meanings of literacy teachers on the formative moment called the Network of Experience, in the context of the National Literacy Program in the Right Age. In this sense, based on a qualitative approach, in a dialogue with the theoretical-methodological perspective of the Network of Meanings of the author Rossetti-Ferreira (2004), we sought to analyze the meanings that literacy teachers attribute to their formative experiences, considering the context, interactions and placements related to the Experience Network. Among the theorists who inspired this investigation is Larossa (2002), who contributed to think about education based on experience and meaning; as well as Josso (2004), who discusses formative experiences and their unfolding in self-transformation. The data production was sewn and processed in a network composed of semiotic elements - contexts, interactions and discursive practices, through recorded and semi-structured interviews, with the participation of five literacy teachers from the basic education of the municipality of Serrinha-BA. These data were interpreted from the multiple temporal dimensions, processes and interactive contexts related to Redsig: what happened, lived, and reflected, in a horizon of shifts of knowledge and actions, opening up cracks for new teaching experiences. The interactions forged from the formative moment of the Experiential Network made it possible to understand tensions in relation to the im-possibilities of teaching, thus giving rise to other ways and ways of teaching. The tensions and border zones that separate the orientations of the Program and the different possibilities of teaching make it possible to see that the teachers are transformed and self-formed from the practices of subjectivation that are triggered in the contexts of formation and teaching practice. Such teachers, while silencing, refusing, or even circumventing vertical orientation, demand a space for listening, exchanging and sharing experiences that in fact recognizes the autonomy, singularities and subjectivities inherent to the teaching professionEsta disserta??o investigou a produ??o de significa??es de professoras alfabetizadoras sobre o momento formativo denominado Rede de Experi?ncia, no contexto do Programa Nacional de Alfabetiza??o na Idade Certa. Neste sentido, a partir da abordagem de natureza qualitativa, em di?logo com a perspectiva te?rico-metodol?gica da Rede de Significa??es da autora Rossetti-Ferreira (2004), buscou-se analisar as significa??es que as professoras alfabetizadoras atribuem ?s suas experi?ncias formativas, considerando o contexto, as intera??es e posicionamentos referentes ? Rede de Experi?ncia. Entre os te?ricos que inspiraram essa investiga??o tem-se Larossa (2002), que contribuiu para pensar a educa??o a partir da experi?ncia e sentido; assim como Josso (2004), que discute sobre experi?ncias formativas e seus desdobramentos na transforma??o de si. A produ??o dos dados foi se costurando e sendo tecida processualmente, em uma rede composta por elementos de natureza semi?tica - contextos, intera??es e pr?ticas discursivas, atrav?s de entrevistas gravadas e semiestruturadas, contando com a participa??o de cinco professoras alfabetizadoras da educa??o b?sica do munic?pio de Serrinha-BA. Tais dados foram interpretados a partir das m?ltiplas dimens?es temporais, processos e contextos interativos relacionados ? Redsig: o acontecido, o vivido, e o refletido, em um horizonte de deslocamentos de saberes e fazeres, abrindo fendas para novas experi?ncias docentes. As intera??es forjadas a partir do momento formativo da Rede de Experi?ncia possibilitaram compreender tensionamentos em rela??o ?s im-possibilidades da doc?ncia, fazendo emergir outros modos e jeitos de fazer docente. Os tensionamentos e as zonas de fronteiras que separam as orienta??es do Programa e as diversas possibilidades do fazer docente deixam entrever que as professoras se trans-formam e se autoformam a partir das pr?ticas de subjetiva??o que s?o acionadas nos contextos de forma??o e da pr?tica docente. Tais docentes, ao mesmo tempo em que silenciam, recusam, ou ainda burlam as orienta??es formativas verticalizadas, demandam por um espa?o de escuta, de trocas e compartilhamento de experi?ncias que de fato reconhe?a a autonomia, singularidades e subjetividades inerentes ? profiss?o docenteSubmitted by Verena Pereira (verenagoncalves@uefs.br) on 2019-09-03T22:31:28Z No. of bitstreams: 1 DISSERTA??O - CARLA.pdf: 1706002 bytes, checksum: 03f872d479e6c26b8f08aec91b0ab5fe (MD5)Made available in DSpace on 2019-09-03T22:31:28Z (GMT). No. of bitstreams: 1 DISSERTA??O - CARLA.pdf: 1706002 bytes, checksum: 03f872d479e6c26b8f08aec91b0ab5fe (MD5) Previous issue date: 2018-07-09application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acad?mico em Educa??oUEFSBrasilDEPARTAMENTO DE EDUCA??OForma??o ContinuadaPNAICRede de Experi?nciaRede de Significa??esContinuing EducationPNAICNetwork ExperienceNetwork of MeaningsEDUCACAO::ENSINO-APRENDIZAGEMA linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??oinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600-7450372820171171698-4452917836576020174info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDISSERTA??O - CARLA.pdfDISSERTA??O - CARLA.pdfapplication/pdf1706002http://tede2.uefs.br:8080/bitstream/tede/867/2/DISSERTA%C3%87%C3%83O+-+CARLA.pdf03f872d479e6c26b8f08aec91b0ab5feMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/867/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/8672019-09-03 19:31:28.077oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2019-09-03T22:31:28Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o |
title |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o |
spellingShingle |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o Queiroz, Carla Andr?a Santos Forma??o Continuada PNAIC Rede de Experi?ncia Rede de Significa??es Continuing Education PNAIC Network Experience Network of Meanings EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o |
title_full |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o |
title_fullStr |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o |
title_full_unstemmed |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o |
title_sort |
A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o |
author |
Queiroz, Carla Andr?a Santos |
author_facet |
Queiroz, Carla Andr?a Santos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Iriart, Mirela Figueiredo Santos |
dc.contributor.advisor1ID.fl_str_mv |
56871740520 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8121860582495162 |
dc.contributor.authorID.fl_str_mv |
77099761587 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4373988053715564 |
dc.contributor.author.fl_str_mv |
Queiroz, Carla Andr?a Santos |
contributor_str_mv |
Iriart, Mirela Figueiredo Santos |
dc.subject.por.fl_str_mv |
Forma??o Continuada PNAIC Rede de Experi?ncia Rede de Significa??es |
topic |
Forma??o Continuada PNAIC Rede de Experi?ncia Rede de Significa??es Continuing Education PNAIC Network Experience Network of Meanings EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Continuing Education PNAIC Network Experience Network of Meanings |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This dissertation investigated the production of meanings of literacy teachers on the formative moment called the Network of Experience, in the context of the National Literacy Program in the Right Age. In this sense, based on a qualitative approach, in a dialogue with the theoretical-methodological perspective of the Network of Meanings of the author Rossetti-Ferreira (2004), we sought to analyze the meanings that literacy teachers attribute to their formative experiences, considering the context, interactions and placements related to the Experience Network. Among the theorists who inspired this investigation is Larossa (2002), who contributed to think about education based on experience and meaning; as well as Josso (2004), who discusses formative experiences and their unfolding in self-transformation. The data production was sewn and processed in a network composed of semiotic elements - contexts, interactions and discursive practices, through recorded and semi-structured interviews, with the participation of five literacy teachers from the basic education of the municipality of Serrinha-BA. These data were interpreted from the multiple temporal dimensions, processes and interactive contexts related to Redsig: what happened, lived, and reflected, in a horizon of shifts of knowledge and actions, opening up cracks for new teaching experiences. The interactions forged from the formative moment of the Experiential Network made it possible to understand tensions in relation to the im-possibilities of teaching, thus giving rise to other ways and ways of teaching. The tensions and border zones that separate the orientations of the Program and the different possibilities of teaching make it possible to see that the teachers are transformed and self-formed from the practices of subjectivation that are triggered in the contexts of formation and teaching practice. Such teachers, while silencing, refusing, or even circumventing vertical orientation, demand a space for listening, exchanging and sharing experiences that in fact recognizes the autonomy, singularities and subjectivities inherent to the teaching profession |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-07-09 |
dc.date.accessioned.fl_str_mv |
2019-09-03T22:31:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
QUEIROZ, Carla Andr?a Santos. A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o. 2018. 114f. Disserta??o (Mestrado Acad?mico em Educa??o) - Universidade Estadual de Feira de Santana, Feira de Santana, BA. |
dc.identifier.uri.fl_str_mv |
http://tede2.uefs.br:8080/handle/tede/867 |
identifier_str_mv |
QUEIROZ, Carla Andr?a Santos. A linha e o linho: significa??es de professoras alfabetizadoras sobre a rede de experi?ncia e sua rela??o com a forma??o. 2018. 114f. Disserta??o (Mestrado Acad?mico em Educa??o) - Universidade Estadual de Feira de Santana, Feira de Santana, BA. |
url |
http://tede2.uefs.br:8080/handle/tede/867 |
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por |
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por |
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1352177059867160609 |
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600 600 600 |
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-4452917836576020174 |
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openAccess |
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