Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente
Ano de defesa: | 2021 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
Programa de Pós-Graduação: |
Educacao
|
Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede.metodista.br/jspui/handle/tede/2246 |
Resumo: | This doctoral research in education presents an overview of literacy policies in relation to the training of literacy teachers. It discusses policies in different historical periods, over the last three decades, which declared the intention to face the literacy problem with new conceptions, new methods and guidelines, culminating in the return of the phonic method in current policies. The general objective of the research was: to identify the understanding of teacher trainers in relation to literacy policies, processes and practices and their repercussions in the context of teacher training practice. As specific objectives, this investigation proposes to: i) analyze the context of the formulation of literacy policies in different federal governments from the 1990s onwards; ii) identify the repercussions of federal policies and programs on teacher training in the municipal education of São Bernardo do Campo/SP; iii) identify, in the discourses of the municipal network trainers, the obstacles and possibilities in teacher training for the establishment of integral, critical and humanizing literacy practices made by Paulo Freire. Based on the epistemology of the Policy Cycle formulated by Stephen Ball and collaborators, the literacy teacher training will be examined in different governments, such as: the National Curriculum Guidelines; the Literacy Teacher Training Program - PROFA; the Literacy Program; National Literacy Pact at the Right Age, National Literacy Pact at the Right Age; National Common Curriculum Base and the common National Literacy Policy, with the Learning Time Program. At a later stage, we try to understand the context of practice, with the consequences of these policies on the training of literacy teachers. Interviews were conducted with three professionals who worked or still work as trainers, with the aim of identifying perceptions of the literacy policies, processes and practices, analyzing how such policies affect the context of training practice. It is a research with a qualitative approach, which intends to describe, analyze and interpret data based on authors such as Paulo Freire, Emilia Ferreiro and Maria do Rosário Longo Mortatti, among others who deal with the subject. The expected results of this research will allow to identify and disseminate the context of the practice of teacher trainers of literacy teachers, verifying how they can reinterpret and recreate policies and possible factors that can lead to literacy processes and practices committed to comprehensive training, for the exercise of participatory citizenship in a democratic society (AU) |
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Campos, Elisabete Ferreira EstevesTardelli, Denise D’AureaCoelho, Patrícia Margarida F.Santana , Claudia da SilvaAparício, Ana Sílvia MoçoCampos, Rosariane Gláucia Mendonça2022-11-25T19:02:45Z2021-10-04Campos, Rosariane Gláucia Mendonça. Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente. 2021. 205 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2021.http://tede.metodista.br/jspui/handle/tede/2246This doctoral research in education presents an overview of literacy policies in relation to the training of literacy teachers. It discusses policies in different historical periods, over the last three decades, which declared the intention to face the literacy problem with new conceptions, new methods and guidelines, culminating in the return of the phonic method in current policies. The general objective of the research was: to identify the understanding of teacher trainers in relation to literacy policies, processes and practices and their repercussions in the context of teacher training practice. As specific objectives, this investigation proposes to: i) analyze the context of the formulation of literacy policies in different federal governments from the 1990s onwards; ii) identify the repercussions of federal policies and programs on teacher training in the municipal education of São Bernardo do Campo/SP; iii) identify, in the discourses of the municipal network trainers, the obstacles and possibilities in teacher training for the establishment of integral, critical and humanizing literacy practices made by Paulo Freire. Based on the epistemology of the Policy Cycle formulated by Stephen Ball and collaborators, the literacy teacher training will be examined in different governments, such as: the National Curriculum Guidelines; the Literacy Teacher Training Program - PROFA; the Literacy Program; National Literacy Pact at the Right Age, National Literacy Pact at the Right Age; National Common Curriculum Base and the common National Literacy Policy, with the Learning Time Program. At a later stage, we try to understand the context of practice, with the consequences of these policies on the training of literacy teachers. Interviews were conducted with three professionals who worked or still work as trainers, with the aim of identifying perceptions of the literacy policies, processes and practices, analyzing how such policies affect the context of training practice. It is a research with a qualitative approach, which intends to describe, analyze and interpret data based on authors such as Paulo Freire, Emilia Ferreiro and Maria do Rosário Longo Mortatti, among others who deal with the subject. The expected results of this research will allow to identify and disseminate the context of the practice of teacher trainers of literacy teachers, verifying how they can reinterpret and recreate policies and possible factors that can lead to literacy processes and practices committed to comprehensive training, for the exercise of participatory citizenship in a democratic society (AU)Esta pesquisa de doutoramento em educação apresenta um panorama das políticas em alfabetização, no que se refere à formação de professores/as alfabetizadores/as. Aborda as políticas nos diferentes períodos históricos, nas últimas três décadas, que declararam a intenção de enfrentar o problema de alfabetização com novas concepções, novos métodos e diretrizes, culminando com o retorno do método fônico na atual política. Definiu-se, como objetivo geral da pesquisa: identificar a compreensão dos/as formadores/as de professores/as alfabetizadores/as em relação às políticas, processos e práticas de alfabetização e suas repercussões no contexto da prática de formação docente. Como objetivos específicos, esta investigação se propõe a: i) analisar o contexto da formulação de políticas de alfabetização nos diferentes governos federais a partir dos anos de 1990; ii) identificar as repercussões das políticas e programas federais na formação docente da rede municipal de ensino de São Bernardo do Campo/SP; iii) identificar, nos discursos dos formadores da rede municipal, os entraves e possibilidades na formação docente para a constituição de práticas de alfabetização na perspectiva da educação integral, crítica e humanizadora, formulada por Paulo Freire. Com base na epistemologia do Ciclo de Políticas de Stephen Ball e seus colaboradores, serão analisadas políticas de formação de professores alfabetizadores em diferentes governos, tais como: os Parâmetros Curriculares Nacionais; Programa de Formação de Professores Alfabetizadores; Pró-Letramento; Pacto Nacional de Alfabetização na Idade Certa; Base Nacional Comum Curricular e a atual Política Nacional de Alfabetização, com o Programa Tempo de Aprender. Em etapa posterior, procura-se compreender o contexto da prática, com as repercussões dessas políticas na formação de alfabetizadores. Foram realizadas entrevistas com três profissionais que atuaram ou ainda atuam como formadoras, com o objetivo de identificar percepções em relação às políticas, processos e práticas de alfabetização, analisando de que forma tais políticas repercutem no contexto da prática formativa. Trata-se de pesquisa de abordagem qualitativa, que pretende descrever, analisar e interpretar dados com base em autores como Paulo Freire, Emilia Ferreiro e Maria do Rosário Longo Mortatti, dentre outros que tratam do tema. Os resultados esperados com essa pesquisa permitirão identificar e divulgar o contexto da prática de formadores/as de professores/as alfabetizadores/as, verificando a maneira como podem reinterpretar e recriar as políticas e possíveis fatores que possam levar a processos e práticas de alfabetização comprometidas com a formação integral, para o exercício da cidadania participativa em uma sociedade democrática. (AU)Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2022-11-25T19:02:45Z No. of bitstreams: 1 TESE ROSARIANE2.pdf: 1425674 bytes, checksum: 76c394148a1df4702ca6bc2834146847 (MD5)Made available in DSpace on 2022-11-25T19:02:45Z (GMT). No. of bitstreams: 1 TESE ROSARIANE2.pdf: 1425674 bytes, checksum: 76c394148a1df4702ca6bc2834146847 (MD5) Previous issue date: 2021-10-04application/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em EducacaoAlfabetização; Ciclo de Políticas; Formação de Professores/as Alfabetizadores/as.Literacy; Policy Cycle; Teacher TrainingCIENCIAS HUMANAS::EDUCACAOProcessos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docenteLiteracy processes and practices from the perspective of integral education: challenges in teacher educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis3487103482605030416500500600-8275886333289955863-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTAORIGINALTESE ROSARIANE2.pdfTESE ROSARIANE2.pdfapplication/pdf1425674http://tede.metodista.br/jspui/bitstream/tede/2246/2/TESE+ROSARIANE2.pdf76c394148a1df4702ca6bc2834146847MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede.metodista.br/jspui/bitstream/tede/2246/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/22462022-11-25 17:02:45.266oai:tahbit.umesp.edu.dti: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede.metodista.br/jspui/http://tede.metodista.br/oai/requestbiblioteca@metodista.br||erick.roberto@metodista.bropendoar:2022-11-25T19:02:45Biblioteca Digital de Teses e Dissertações da METODISTA - Universidade Metodista de São Paulo (METODISTA)false |
dc.title.por.fl_str_mv |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente |
dc.title.alternative.eng.fl_str_mv |
Literacy processes and practices from the perspective of integral education: challenges in teacher education |
title |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente |
spellingShingle |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente Campos, Rosariane Gláucia Mendonça Alfabetização; Ciclo de Políticas; Formação de Professores/as Alfabetizadores/as. Literacy; Policy Cycle; Teacher Training CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente |
title_full |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente |
title_fullStr |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente |
title_full_unstemmed |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente |
title_sort |
Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente |
author |
Campos, Rosariane Gláucia Mendonça |
author_facet |
Campos, Rosariane Gláucia Mendonça |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Campos, Elisabete Ferreira Esteves |
dc.contributor.referee1.fl_str_mv |
Tardelli, Denise D’Aurea |
dc.contributor.referee2.fl_str_mv |
Coelho, Patrícia Margarida F. |
dc.contributor.referee3.fl_str_mv |
Santana , Claudia da Silva |
dc.contributor.referee4.fl_str_mv |
Aparício, Ana Sílvia Moço |
dc.contributor.author.fl_str_mv |
Campos, Rosariane Gláucia Mendonça |
contributor_str_mv |
Campos, Elisabete Ferreira Esteves Tardelli, Denise D’Aurea Coelho, Patrícia Margarida F. Santana , Claudia da Silva Aparício, Ana Sílvia Moço |
dc.subject.por.fl_str_mv |
Alfabetização; Ciclo de Políticas; Formação de Professores/as Alfabetizadores/as. |
topic |
Alfabetização; Ciclo de Políticas; Formação de Professores/as Alfabetizadores/as. Literacy; Policy Cycle; Teacher Training CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Literacy; Policy Cycle; Teacher Training |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This doctoral research in education presents an overview of literacy policies in relation to the training of literacy teachers. It discusses policies in different historical periods, over the last three decades, which declared the intention to face the literacy problem with new conceptions, new methods and guidelines, culminating in the return of the phonic method in current policies. The general objective of the research was: to identify the understanding of teacher trainers in relation to literacy policies, processes and practices and their repercussions in the context of teacher training practice. As specific objectives, this investigation proposes to: i) analyze the context of the formulation of literacy policies in different federal governments from the 1990s onwards; ii) identify the repercussions of federal policies and programs on teacher training in the municipal education of São Bernardo do Campo/SP; iii) identify, in the discourses of the municipal network trainers, the obstacles and possibilities in teacher training for the establishment of integral, critical and humanizing literacy practices made by Paulo Freire. Based on the epistemology of the Policy Cycle formulated by Stephen Ball and collaborators, the literacy teacher training will be examined in different governments, such as: the National Curriculum Guidelines; the Literacy Teacher Training Program - PROFA; the Literacy Program; National Literacy Pact at the Right Age, National Literacy Pact at the Right Age; National Common Curriculum Base and the common National Literacy Policy, with the Learning Time Program. At a later stage, we try to understand the context of practice, with the consequences of these policies on the training of literacy teachers. Interviews were conducted with three professionals who worked or still work as trainers, with the aim of identifying perceptions of the literacy policies, processes and practices, analyzing how such policies affect the context of training practice. It is a research with a qualitative approach, which intends to describe, analyze and interpret data based on authors such as Paulo Freire, Emilia Ferreiro and Maria do Rosário Longo Mortatti, among others who deal with the subject. The expected results of this research will allow to identify and disseminate the context of the practice of teacher trainers of literacy teachers, verifying how they can reinterpret and recreate policies and possible factors that can lead to literacy processes and practices committed to comprehensive training, for the exercise of participatory citizenship in a democratic society (AU) |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-10-04 |
dc.date.accessioned.fl_str_mv |
2022-11-25T19:02:45Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Campos, Rosariane Gláucia Mendonça. Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente. 2021. 205 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2021. |
dc.identifier.uri.fl_str_mv |
http://tede.metodista.br/jspui/handle/tede/2246 |
identifier_str_mv |
Campos, Rosariane Gláucia Mendonça. Processos e práticas de alfabetização na perspectiva da educação integral: desafios na formação docente. 2021. 205 folhas. Tese( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2021. |
url |
http://tede.metodista.br/jspui/handle/tede/2246 |
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por |
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por |
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500 500 600 |
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IMS |
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Brasil |
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Educacao:Programa de Pos Graduacao em Educacao |
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Universidade Metodista de Sao Paulo |
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