O bom professor alfabetizador: identificando pistas e (des)construindo olhares

• Ano de defesa: 2017
• Autor(a) principal: Rodrigues, Marcelle Pereira
• Orientador(a): Ribeiro, Amelia Escotto do Amaral
• Banca de defesa: Santos, Sonia Regina Mendes dos , Cunha, Maria Isabel da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação, Cultura e Comunicação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação da Baixada Fluminense
• País: BR
• Palavras-chave em Português: Bom professor; Bom professor alfabetizador; Alfabetização; Professores alfazetizadores
• Palavras-chave em Inglês: Good teacher; Good literacy teacher; Literacy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10239

The understanding of the teacher as a key element for the effectiveness of school education is recurrent at different times and contexts. In a variety of ways, are evidenced the intrinsic relationships between teacher training and work and the effectiveness of learning results. The importance of teachers is most recently emphasized, for example, in the largescale research reports (OECD, UNESCO, INAF) carried out in recent decades, when they confirm the relationship between good teacher quality and good learning outcomes. Also, among the different studies that seek to identify the determinants of student learning, it was found that the good quality of teachers appears as a more important factor (GAUTHIER; BISSONNETTE; RICHARD, 2014). Thus, we do not talk about education, good quality of education, teaching and learning, effectiveness of teaching and better performance of students, without first considering one of the central elements of this process: the teacher. School success depends, especially on literacy in the context of the public school, good part, on the teaching activity developed by a good teacher. This research, in view of this scenario, proposes to unveil aspects that makes up what is meant by a good literacy teacher from the perspective of the literacy teacher himself. Assuming a qualitative perspective of research, it is based on an exploratory-descriptive approach (MATTAR, 2005), inspired by the indicium paradigm (GINZBURG, 1989). The analysis of the interviews allowed us to perceive that in the universe investigated, the understanding of a good teacher appears related to three inseparable dimensions: knowledge, doing and being. The content of the interviews shows that the work context of literacy teachers has a great influence on the performance of the teachers themselves and the students. Sharing between peers appears as one of the essential components to an effective and successful practice and as a strategy for teacher self-training.