Uma escuta sobre as concepções teóricas e práticas das professoras alfabetizadoras da rede municipal de educação de Goiânia (GO)

• Ano de defesa: 2009
• Autor(a) principal: Braga, Isa Maria
• Orientador(a): Libâneo, José Carlos
• Banca de defesa: Alves, Nancy Nonato de Lima , Tiballi, Elianda Figueiredo Arantes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de Goiás
• Programa de Pós-Graduação: Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Alfabetização; Aprendizagem da leitura e escrita; Concepções teóricas de alfabetização; Formação de professores em alfabetização
• Palavras-chave em Inglês: Literacy; Learning to read and write; Theoretical concepts of literacy; Continuing education programs of literacy
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://tede2.pucgoias.edu.br/handle/tede/1253

The present study had the purpose to search elements to better understand the unsatisfactory results of incidence in learning of reading and writing in literacy classes in the municipality of Goiânia, Goiás, despite the investments made in elementary teachers training and improving the functioning of schools. The investigation primarily consisted the analysis of responses from elementary teachers linked to the municipal education system, given in open questionnaire, seeking to learn their thinking about their own theoretical concepts and practices in relation to literacy. also used for analysis, the study of pedagogical proposals of the Municipal Education Department and some interviews with some teachers. Although, the research general objective was to capture the look of the elementary teachers by identifying and analyzing their theoretical and methodological conceptions appropriation of literacy as widespread in the official proposals, and his own vision for their room class practice. The results analysis, points out the adaptation in education proposals of MED difficulties of elementary teachers, on the other hand, would not be contributing to such ownership that occurs because of a theoretical eclecticism certain and weak linkage between theory and practice. Besides, there are initial training and continuing education programs indications of the teachers would not reflecting favorably on their actions in the classroom.