Alfabetização e formação docente: o ensino e aprendizagem no contexto da pandemia e seu retorno

• Ano de defesa: 2025
• Autor(a) principal: Wasilewski, Cassiana da Silva
• Orientador(a): Noffs, Neide de Aquino
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Alfabetização e pandemia; Currículo; Formação de professores; Saberes docentes; Ensino remoto
• Palavras-chave em Inglês: Literacy and pandemic; Curriculum; Teacher training; Teaching knowledge; Distance learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45223

This thesis aims to identify pedagogical practices and present the knowledge indicated by literacy teachers in the context of the pandemic (2020) and in the 50% return to in-person classes during the pandemic (2021) in a basic education school in the municipal public education system of São Paulo. The pedagogical actions used during the literacy process through teaching during the pandemic were selected and the knowledge of the teachers that contributed to literacy was identified. The proposed methodology of this study is based on the theoretical conceptions of qualitative research, since these are close to the meanings of the senses that the researched subjects elaborate. In this sense, the research starts from a field study, document analysis and application of questionnaires. The researched subjects are teachers who are part of the Municipal Education Prefecture of São Paulo (PMSP), in the West Zone, in the Regional Directorate of Butantã, and who work in elementary education, in the initial literacy grades (1st to 3rd grade) of a basic education school. To deepen the studies, we chose theorists who research teacher training, curriculum, and references in the development of reading and writing in children's literacy. The theoretical framework of this thesis is based on the ideas related to literacy, reading, and writing by Colello (2021), Ferreiro and Teberosky (1999), Ferreiro (2014), Soares (2018), Weisz (2005, 2009, 2014) among others. Regarding teacher training, we base ourselves on Feldmann (2009) and Tardif (2014). The results of this thesis involve the Teaching Knowledge mobilized by teachers in their educational action, in the Pedagogical Practices selected with educational intentionality and in the humanizing Reception necessary to be a teacher. A new element emerges: the Knowledge Arising from the Pandemic, which reflects the innovation of teachers during this period. In addition, the Reception, arising from the relationships of affection and empathy established between teachers, students and families, demonstrates the humanizing and emancipatory character of the vision of these teachers