Trabalho pedagógico na alfabetização: uma travessia dialética em construção
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Educação |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/14457 |
Resumo: | The present dissertation on Pedagogical Work in Literacy is inserted in the Research Line 02 - School Practices and Public Policies and is based on Kairós - Group of Studies and Research on Work, Public Policies and Education, both linked to the Postgraduate Program in Education of the Federal University of Santa Maria. During my graduation in Pedagogy, instigated by the issues experienced in the school through the PIBID, I was motivated to study the pedagogical work in literacy. As there are many researches developed in the area of Education, after defining the theme addressed in this project, the state of knowledge was realized, which sought to find existing academic productions on pedagogical work and literacy. However, there were few studies on the subject, on pedagogical work we found studies linked to pedagogical practice, pedagogical coordination and pedagogical orientation. Regarding literacy, studies are related to the practices of literacy teachers, to literacy methods, among others. The few papers found resulted as justification, revealing the importance of a study on the chosen theme. In this direction, this research project had, as problematization, to analyze which meanings of the pedagogical work emerge from the discourse of the literacy teachers of the Santa Maria Municipal Network. Its main objective was to analyze the conception of literacy teachers about pedagogical work. In relation to the specific objectives, they sought to understand the meanings produced by literacy teachers about their work and to contrast the advances and setbacks of literacy. As a theoretical-methodological contribution, the work was based on dialectical historical materialism, which allowed making some crossings during the course of the research, highlighting the centrality of the category Work. Based on the crossings, it was concluded that there would be no way to study Pedagogical Work in Literacy, without first looking at the history of education and the capitalist interests about it. Another issue is the distancing between theory and reality found in schools, as well as the antagonism between the proposed educational policies and their implementation. Finally, the considerations point to the need to look at the training of teachers, preparing them for the work they will perform at school, in the case of pedagogical work, and, after that, give voice to them, because they are who experience every day the innumerable factors that affect the school. Therefore, considering the continuous movement of phenomena and the history of humanity, the considerations reaffirm the belief in the conclusion of this study, since they continue in constant movement to attend to the phenomena that present themselves in relation to the pedagogical work in literacy - a dialectical crossing under construction. |
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2018-10-04T18:41:29Z2018-10-04T18:41:29Z2017-09-01http://repositorio.ufsm.br/handle/1/14457The present dissertation on Pedagogical Work in Literacy is inserted in the Research Line 02 - School Practices and Public Policies and is based on Kairós - Group of Studies and Research on Work, Public Policies and Education, both linked to the Postgraduate Program in Education of the Federal University of Santa Maria. During my graduation in Pedagogy, instigated by the issues experienced in the school through the PIBID, I was motivated to study the pedagogical work in literacy. As there are many researches developed in the area of Education, after defining the theme addressed in this project, the state of knowledge was realized, which sought to find existing academic productions on pedagogical work and literacy. However, there were few studies on the subject, on pedagogical work we found studies linked to pedagogical practice, pedagogical coordination and pedagogical orientation. Regarding literacy, studies are related to the practices of literacy teachers, to literacy methods, among others. The few papers found resulted as justification, revealing the importance of a study on the chosen theme. In this direction, this research project had, as problematization, to analyze which meanings of the pedagogical work emerge from the discourse of the literacy teachers of the Santa Maria Municipal Network. Its main objective was to analyze the conception of literacy teachers about pedagogical work. In relation to the specific objectives, they sought to understand the meanings produced by literacy teachers about their work and to contrast the advances and setbacks of literacy. As a theoretical-methodological contribution, the work was based on dialectical historical materialism, which allowed making some crossings during the course of the research, highlighting the centrality of the category Work. Based on the crossings, it was concluded that there would be no way to study Pedagogical Work in Literacy, without first looking at the history of education and the capitalist interests about it. Another issue is the distancing between theory and reality found in schools, as well as the antagonism between the proposed educational policies and their implementation. Finally, the considerations point to the need to look at the training of teachers, preparing them for the work they will perform at school, in the case of pedagogical work, and, after that, give voice to them, because they are who experience every day the innumerable factors that affect the school. Therefore, considering the continuous movement of phenomena and the history of humanity, the considerations reaffirm the belief in the conclusion of this study, since they continue in constant movement to attend to the phenomena that present themselves in relation to the pedagogical work in literacy - a dialectical crossing under construction.A presente dissertação sobre o Trabalho Pedagógico na Alfabetização está inserida na Linha de Pesquisa 02 – Práticas Escolares e Políticas Públicas e alicerça-se no Kairós - Grupo de Estudos e Pesquisas sobre Trabalho, Políticas Públicas e Educação, ambos vinculados ao Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Durante minha graduação em Pedagogia, instigada pelas questões vivenciadas na escola por intermédio do PIBID, fui motivada a estudar o trabalho pedagógico na alfabetização. Como são muitas as pesquisas desenvolvidas na área de Educação, após definir a temática abordada neste projeto, foi realizado o estado do conhecimento, que buscou encontrar produções acadêmicas existentes sobre trabalho pedagógico e alfabetização. No entanto, foram encontrados poucos trabalhos referentes ao tema, sobre trabalho pedagógico encontrou-se estudos atrelados à prática pedagógica, coordenação pedagógica e orientação pedagógica. Já em relação à alfabetização os estudos são relacionados as práticas de professoras alfabetizadoras, a métodos de alfabetização, entre outros. Os poucos trabalhos encontrados resultaram como justificativa, revelando a importância de estudo sobre temática escolhida. Nessa direção, este projeto de pesquisa teve, como problematização, analisar quais sentidos do trabalho pedagógico emergem do discurso das professoras alfabetizadoras da Rede Municipal de Santa Maria. Seu objetivo principal foi analisar a concepção dos professores alfabetizadores sobre trabalho pedagógico. Em relação aos objetivos específicos, estes buscaram compreender os sentidos produzidos pelos professores alfabetizadores sobre seu trabalho e contrastar os avanços e retrocessos da alfabetização. Como aporte teórico-metodológico, o trabalho fundamentou-se no materialismo histórico dialético, que permitiu fazer alguns atravessamentos no decorrer da pesquisa, evidenciando a centralidade da categoria Trabalho. Destes atravessamentos, percebeu-se que não haveria como estudar o Trabalho Pedagógico na Alfabetização, sem antes olhar para a história da educação e os interesses capitalistas sobre a mesma. Outra questão apresentada refere-se ao distanciamento entre a teoria e a realidade encontrada nas escolas, bem como o antagonismo entre as políticas educacionais propostas e a execução das mesmas. Por fim, as considerações apontam para a necessidade de se olhar para a formação dos professores, preparando-os para o trabalho que vão desempenhar na escola, no caso o trabalho pedagógico, e, posterior a isso, dar voz aos mesmos, porque são eles que vivenciam a cada dia os inúmeros fatores que incidem sobre a escola. Logo, considerando o movimento contínuo dos fenômenos e da história da humanidade, as considerações reafirmam a crença na [in]conclusão desse estudo, pois continuam em movimento constante para atender os fenômenos que se apresentam em relação ao trabalho pedagógico na alfabetização – uma travessia dialética em construção.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em EducaçãoUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessTrabalhoTrabalho pedagógicoAlfabetizaçãoPolíticas educacionaisLaborPedagogical workLiteracyEducational policiesCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho pedagógico na alfabetização: uma travessia dialética em construçãoPedagogical work in literacy: a dialectic transfer in constructioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisFerreira, Liliana Soareshttp://lattes.cnpq.br/4007512293061299Bellochio, Cláudia Ribeirohttp://lattes.cnpq.br/8653053694824805Andrade, Elisabetehttp://lattes.cnpq.br/1732654108203628http://lattes.cnpq.br/5013857600463891De Toni, Dulcineia Libraga Papalia70080000000660062afe5b0-1b0b-49c7-aa1b-887e64e5f2b7e319f908-ec63-4922-a3c0-5fbce22e57e868f988d1-6043-4877-8801-00454b85b639ef23c904-e9af-4523-bfb9-ac4b51bec159reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGEDUCACAO_2017_DE TONI_DULCINEIA.pdfDIS_PPGEDUCACAO_2017_DE TONI_DULCINEIA.pdfDissertação de Mestradoapplication/pdf1289649http://repositorio.ufsm.br/bitstream/1/14457/1/DIS_PPGEDUCACAO_2017_DE%20TONI_DULCINEIA.pdf07f7b77cc5a91b4d2276447de41aa282MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção |
dc.title.alternative.eng.fl_str_mv |
Pedagogical work in literacy: a dialectic transfer in construction |
title |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção |
spellingShingle |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção De Toni, Dulcineia Libraga Papalia Trabalho Trabalho pedagógico Alfabetização Políticas educacionais Labor Pedagogical work Literacy Educational policies CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção |
title_full |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção |
title_fullStr |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção |
title_full_unstemmed |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção |
title_sort |
Trabalho pedagógico na alfabetização: uma travessia dialética em construção |
author |
De Toni, Dulcineia Libraga Papalia |
author_facet |
De Toni, Dulcineia Libraga Papalia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ferreira, Liliana Soares |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4007512293061299 |
dc.contributor.referee1.fl_str_mv |
Bellochio, Cláudia Ribeiro |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8653053694824805 |
dc.contributor.referee2.fl_str_mv |
Andrade, Elisabete |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1732654108203628 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5013857600463891 |
dc.contributor.author.fl_str_mv |
De Toni, Dulcineia Libraga Papalia |
contributor_str_mv |
Ferreira, Liliana Soares Bellochio, Cláudia Ribeiro Andrade, Elisabete |
dc.subject.por.fl_str_mv |
Trabalho Trabalho pedagógico Alfabetização Políticas educacionais |
topic |
Trabalho Trabalho pedagógico Alfabetização Políticas educacionais Labor Pedagogical work Literacy Educational policies CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Labor Pedagogical work Literacy Educational policies |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The present dissertation on Pedagogical Work in Literacy is inserted in the Research Line 02 - School Practices and Public Policies and is based on Kairós - Group of Studies and Research on Work, Public Policies and Education, both linked to the Postgraduate Program in Education of the Federal University of Santa Maria. During my graduation in Pedagogy, instigated by the issues experienced in the school through the PIBID, I was motivated to study the pedagogical work in literacy. As there are many researches developed in the area of Education, after defining the theme addressed in this project, the state of knowledge was realized, which sought to find existing academic productions on pedagogical work and literacy. However, there were few studies on the subject, on pedagogical work we found studies linked to pedagogical practice, pedagogical coordination and pedagogical orientation. Regarding literacy, studies are related to the practices of literacy teachers, to literacy methods, among others. The few papers found resulted as justification, revealing the importance of a study on the chosen theme. In this direction, this research project had, as problematization, to analyze which meanings of the pedagogical work emerge from the discourse of the literacy teachers of the Santa Maria Municipal Network. Its main objective was to analyze the conception of literacy teachers about pedagogical work. In relation to the specific objectives, they sought to understand the meanings produced by literacy teachers about their work and to contrast the advances and setbacks of literacy. As a theoretical-methodological contribution, the work was based on dialectical historical materialism, which allowed making some crossings during the course of the research, highlighting the centrality of the category Work. Based on the crossings, it was concluded that there would be no way to study Pedagogical Work in Literacy, without first looking at the history of education and the capitalist interests about it. Another issue is the distancing between theory and reality found in schools, as well as the antagonism between the proposed educational policies and their implementation. Finally, the considerations point to the need to look at the training of teachers, preparing them for the work they will perform at school, in the case of pedagogical work, and, after that, give voice to them, because they are who experience every day the innumerable factors that affect the school. Therefore, considering the continuous movement of phenomena and the history of humanity, the considerations reaffirm the belief in the conclusion of this study, since they continue in constant movement to attend to the phenomena that present themselves in relation to the pedagogical work in literacy - a dialectical crossing under construction. |
publishDate |
2017 |
dc.date.issued.fl_str_mv |
2017-09-01 |
dc.date.accessioned.fl_str_mv |
2018-10-04T18:41:29Z |
dc.date.available.fl_str_mv |
2018-10-04T18:41:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/14457 |
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http://repositorio.ufsm.br/handle/1/14457 |
dc.language.iso.fl_str_mv |
por |
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por |
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700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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