Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS
Ano de defesa: | 2016 |
---|---|
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://localhost:8080/tede/handle/tede/443 |
Resumo: | This paper seeks to understand the pedagogical practices of literacy teachers from the Todos pela Alfabetiza??o Program implemented by Universidade Estadual of Feira de Santana (TOPA / UEFS) and the knowledge mobilized by them in their literacy "crossings". The investigation lies in the field of qualitative research, based on the emerging paradigm of science (SANTOS, 1995), in connection with the approach of the History of Everyday Life (CERTEAU, 1998). The locus of this study was the city of Feira de Santana, where literacy teachers from TOPA have served as collaborators. There were a total of six respondents in this research: five literacy teachers from TOPA and a general coordinator of the program during the years of 2007-2011. In addition to the narrative interviews, UEFS?s Pr? Reitoria de Extens?o (PROEX/UEFS) provided documents used for training teachers from TOPA that were employed in the production of data analysis contained in this work. Academic reflections were woven from the theoretical and methodological assumptions of the Youth and Adult Education (Freire, 2011), in connection with the field of Teacher Training and Teacher Knowledges (Tardif, 2012; CHARLOT, 2000). Of the many lessons learned, it is clear that learning and teaching to read necessarily entails the understanding of the world around us and the seizure of the realities that reach us. This interpretation has helped us to think about the everyday life and the experiences in the routine processes of life-training, as producers of experiential knowledge that are so important to the teaching practice. Thus, it can be concluded that: 1) the pedagogical practice of literacy teachers from TOPA / UEFS are necessarily involved with their own cultural repertoires and with their learners?; 2) the literacy teachers from TOPA / UEFS in their everyday classrooms, give other meanings to the teaching training they receive in order to obtain success in literacy processes; and 3) the knowledge mobilized by literacy teachers in their literacy crossings intermingle with their experiences of "existing and being" on / with the world. |
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Besnosik, Maria Helena da Rocha82285608500http://lattes.cnpq.br/5493560545944753Barros, Ludimila de Oliveira2017-02-14T22:48:29Z2016-09-30BARROS, Ludimila de Oliveira. Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS. 2016. 121 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016.http://localhost:8080/tede/handle/tede/443This paper seeks to understand the pedagogical practices of literacy teachers from the Todos pela Alfabetiza??o Program implemented by Universidade Estadual of Feira de Santana (TOPA / UEFS) and the knowledge mobilized by them in their literacy "crossings". The investigation lies in the field of qualitative research, based on the emerging paradigm of science (SANTOS, 1995), in connection with the approach of the History of Everyday Life (CERTEAU, 1998). The locus of this study was the city of Feira de Santana, where literacy teachers from TOPA have served as collaborators. There were a total of six respondents in this research: five literacy teachers from TOPA and a general coordinator of the program during the years of 2007-2011. In addition to the narrative interviews, UEFS?s Pr? Reitoria de Extens?o (PROEX/UEFS) provided documents used for training teachers from TOPA that were employed in the production of data analysis contained in this work. Academic reflections were woven from the theoretical and methodological assumptions of the Youth and Adult Education (Freire, 2011), in connection with the field of Teacher Training and Teacher Knowledges (Tardif, 2012; CHARLOT, 2000). Of the many lessons learned, it is clear that learning and teaching to read necessarily entails the understanding of the world around us and the seizure of the realities that reach us. This interpretation has helped us to think about the everyday life and the experiences in the routine processes of life-training, as producers of experiential knowledge that are so important to the teaching practice. Thus, it can be concluded that: 1) the pedagogical practice of literacy teachers from TOPA / UEFS are necessarily involved with their own cultural repertoires and with their learners?; 2) the literacy teachers from TOPA / UEFS in their everyday classrooms, give other meanings to the teaching training they receive in order to obtain success in literacy processes; and 3) the knowledge mobilized by literacy teachers in their literacy crossings intermingle with their experiences of "existing and being" on / with the world.Este trabalho busca compreender as pr?ticas pedag?gicas dos professores alfabetizadores do Programa Todos pela Alfabetiza??o implementado pela Universidade Estadual de Feira de Santana (TOPA/UEFS), e os saberes mobilizados por eles em suas ?travessias? do alfabetizar. A investiga??o situa-se no campo da pesquisa qualitativa, amparada no paradigma emergente de ci?ncia (SANTOS, 1995), e em di?logo com a abordagem da Hist?ria do Cotidiano (CERTEAU, 1998). O l?cus foi a cidade de Feira de Santana, visto que os colaboradores desse trabalho atuaram como alfabetizadores do TOPA nesse munic?pio, e os sujeitos informantes dessa pesquisa foram um total de seis: cinco alfabetizadores do TOPA e uma coordenadora geral do programa entre os anos de 2007 a 2011. Al?m das entrevistas narrativas, utilizamos documentos da forma??o docente do TOPA, disponibilizados pela Pr? Reitoria de Extens?o da UEFS (PROEX/UEFS), na produ??o das an?lises de dados que constam nesse trabalho. As reflex?es acad?micas foram tecidas a partir dos pressupostos te?rico-metodol?gicos da Educa??o de Jovens e Adultos (FREIRE, 2011), em di?logo com o campo da Forma??o de Professores e Saberes Docentes (TARDIF, 2012; CHARLOT, 2000). Das muitas li??es apreendidas, ? poss?vel afirmar que aprender e ensinar a leitura implica, necessariamente, na compreens?o do mundo que nos cerca e na apreens?o das realidades que nos alcan?am. Essa interpreta??o nos ajudou a pensar o cotidiano e as experi?ncias vivenciadas nos processos rotineiros de vida-forma??o, como produtores de saberes experienciais t?o relevantes para a pr?tica docente. Assim, conclu?mos que: 1) a pr?tica pedag?gica dos alfabetizadores do TOPA/UEFS, se implicam, necessariamente, com os seus repert?rios culturais e de seus alfabetizandos; 2) os alfabetizadores do TOPA/UEFS, no cotidiano de suas salas de aula, d?o outros significados ? forma??o docente que recebem, no sentido de obterem ?xito nos processos de alfabetiza??o; e 3) os saberes mobilizados pelos alfabetizadores, em suas travessias do alfabetizar, se (con)fudem com suas experi?ncias de ?ser e estar? no/com o mundo.Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-14T22:48:29Z No. of bitstreams: 1 LUDIMILA BARROS. Disserta??o de Mestrado. PPGE2016.pdf: 1224261 bytes, checksum: 73682ebd9cde5b626cf8443fc6814194 (MD5)Made available in DSpace on 2017-02-14T22:48:29Z (GMT). No. of bitstreams: 1 LUDIMILA BARROS. Disserta??o de Mestrado. PPGE2016.pdf: 1224261 bytes, checksum: 73682ebd9cde5b626cf8443fc6814194 (MD5) Previous issue date: 2016-09-30Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEBapplication/pdfporUniversidade Estadual de Feira de SantanaMestrado Acad?mico em Educa??oUEFSBrasilDEPARTAMENTO DE EDUCA??OTOPA/UEFSAlfabetizadoresPr?tica Pedag?gicaSaberes experienciaisLiteracy teachersTeaching PracticeKnowledge experiencesEDUCACAO::ENSINO-APRENDIZAGEMNas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFSinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600600-7450372820171171698-4452917836576020174-8233071094704392586info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALLUDIMILA BARROS. Disserta??o de Mestrado. PPGE2016.pdfLUDIMILA BARROS. Disserta??o de Mestrado. 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dc.title.por.fl_str_mv |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS |
title |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS |
spellingShingle |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS Barros, Ludimila de Oliveira TOPA/UEFS Alfabetizadores Pr?tica Pedag?gica Saberes experienciais Literacy teachers Teaching Practice Knowledge experiences EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS |
title_full |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS |
title_fullStr |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS |
title_full_unstemmed |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS |
title_sort |
Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS |
author |
Barros, Ludimila de Oliveira |
author_facet |
Barros, Ludimila de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Besnosik, Maria Helena da Rocha |
dc.contributor.authorID.fl_str_mv |
82285608500 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5493560545944753 |
dc.contributor.author.fl_str_mv |
Barros, Ludimila de Oliveira |
contributor_str_mv |
Besnosik, Maria Helena da Rocha |
dc.subject.por.fl_str_mv |
TOPA/UEFS Alfabetizadores Pr?tica Pedag?gica Saberes experienciais |
topic |
TOPA/UEFS Alfabetizadores Pr?tica Pedag?gica Saberes experienciais Literacy teachers Teaching Practice Knowledge experiences EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Literacy teachers Teaching Practice Knowledge experiences |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This paper seeks to understand the pedagogical practices of literacy teachers from the Todos pela Alfabetiza??o Program implemented by Universidade Estadual of Feira de Santana (TOPA / UEFS) and the knowledge mobilized by them in their literacy "crossings". The investigation lies in the field of qualitative research, based on the emerging paradigm of science (SANTOS, 1995), in connection with the approach of the History of Everyday Life (CERTEAU, 1998). The locus of this study was the city of Feira de Santana, where literacy teachers from TOPA have served as collaborators. There were a total of six respondents in this research: five literacy teachers from TOPA and a general coordinator of the program during the years of 2007-2011. In addition to the narrative interviews, UEFS?s Pr? Reitoria de Extens?o (PROEX/UEFS) provided documents used for training teachers from TOPA that were employed in the production of data analysis contained in this work. Academic reflections were woven from the theoretical and methodological assumptions of the Youth and Adult Education (Freire, 2011), in connection with the field of Teacher Training and Teacher Knowledges (Tardif, 2012; CHARLOT, 2000). Of the many lessons learned, it is clear that learning and teaching to read necessarily entails the understanding of the world around us and the seizure of the realities that reach us. This interpretation has helped us to think about the everyday life and the experiences in the routine processes of life-training, as producers of experiential knowledge that are so important to the teaching practice. Thus, it can be concluded that: 1) the pedagogical practice of literacy teachers from TOPA / UEFS are necessarily involved with their own cultural repertoires and with their learners?; 2) the literacy teachers from TOPA / UEFS in their everyday classrooms, give other meanings to the teaching training they receive in order to obtain success in literacy processes; and 3) the knowledge mobilized by literacy teachers in their literacy crossings intermingle with their experiences of "existing and being" on / with the world. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-09-30 |
dc.date.accessioned.fl_str_mv |
2017-02-14T22:48:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
BARROS, Ludimila de Oliveira. Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS. 2016. 121 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016. |
dc.identifier.uri.fl_str_mv |
http://localhost:8080/tede/handle/tede/443 |
identifier_str_mv |
BARROS, Ludimila de Oliveira. Nas p?ginas do livro-mundo, travessias do alfabetizar: saberes e pr?ticas de professores alfabetizadores do TOPA/UEFS. 2016. 121 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016. |
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