A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP
Ano de defesa: | 2019 |
---|---|
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 São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação Profissional em Educação - PPGPE
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/12067 |
Resumo: | The approach of written language in early childhood education has been over the decades causing differences of opinion among scholars in the area, as well as among teachers who work in this stage of education. Although the legal guidelines point the way for teachers to follow, they are open to interpretation in the context of practice. This led us to inquire about the interpretations that are present in the daily life of classrooms regarding the learning of written language. The purpose of this qualitative research, guided by the Policy Cycle Approach, was to investigate the teachers interpretations - focusing in classes with children from 5 to 6 years old - of the current official texts regarding the written language, in Rio Claro public schools. One of the methodological procedures used for the production of research data was the semi-structured interviews conducted in focus groups with the teachers of the classes in question. For this stage of the work, one school from each of the 12 regions was selected, according to the subdivisions made by the Municipal Secretariat of Education, totaling the participation of 38 teachers. In order to understand the context of influence and the context of text production, which resulted in the elaboration of the municipal document, we conducted a semi-structured interview with the Commission Coordinator responsible for the elaboration of the Curriculum Guidance for Rio Claro Early Childhood Education and with the Coordinator of Early Childhood Education of the municipality. These interviews, associated with the teachers' focus group interviews, allowed us to understand that the origin of the document was marked by studies and disputes of ideals. Also although the participation of the entire public school network - through the coordinating teachers - was desired, it did not go as expected, as many coordinating teachers did not share information about the document with their group of teachers. Besides that, we analysed the document of the schools to which the teachers participating in the research were linked (Pedagogical Political Project), as well as their respective documents (Annual Planning and Logbook).The information found in the documents was validated through focus group interviews and analysis of children's material (notebook activities, separate sheets and portfolios) in the context of school practice. According to the analysis of the research data, it was possible to verify four different interpretations of the same official text (Curriculum Guidance of Early Childhood Education of Rio Claro) about the work to be developed with the young children. According to which, the written language in the Early Childhood Education must: prepare for entry into Elementary School through mechanical practices and exercises that enable the memorization of letters and words; emphasize the social aspect of the child in the acquisition of the alphabetic writing system; prioritize the understanding of the social function of writing; and finally, to promote the initiative and exploration of the language written by the children. These different interpretations of the same official text, found in the context of school practice, lead us to reflect on the influence of teachers' experiences and conceptions on their pedagogical practices. Thus, the data produced in this research can serve for discussions in the area, as well as enable the municipality to understand the different interpretations of working with written language in early childhood education. From this understanding, the municipality can also propose collective actions aimed at improving the quality of public education offered to the young children. |
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Gianez, MarinaTomazzetti, Cleonice Mariahttp://lattes.cnpq.br/4821077407620769http://lattes.cnpq.br/081380916540315450dcc878-df7a-42c2-ac9b-892bbca9791c2019-11-22T15:09:18Z2019-11-22T15:09:18Z2019-09-19GIANEZ, Marina. A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12067.https://repositorio.ufscar.br/handle/ufscar/12067The approach of written language in early childhood education has been over the decades causing differences of opinion among scholars in the area, as well as among teachers who work in this stage of education. Although the legal guidelines point the way for teachers to follow, they are open to interpretation in the context of practice. This led us to inquire about the interpretations that are present in the daily life of classrooms regarding the learning of written language. The purpose of this qualitative research, guided by the Policy Cycle Approach, was to investigate the teachers interpretations - focusing in classes with children from 5 to 6 years old - of the current official texts regarding the written language, in Rio Claro public schools. One of the methodological procedures used for the production of research data was the semi-structured interviews conducted in focus groups with the teachers of the classes in question. For this stage of the work, one school from each of the 12 regions was selected, according to the subdivisions made by the Municipal Secretariat of Education, totaling the participation of 38 teachers. In order to understand the context of influence and the context of text production, which resulted in the elaboration of the municipal document, we conducted a semi-structured interview with the Commission Coordinator responsible for the elaboration of the Curriculum Guidance for Rio Claro Early Childhood Education and with the Coordinator of Early Childhood Education of the municipality. These interviews, associated with the teachers' focus group interviews, allowed us to understand that the origin of the document was marked by studies and disputes of ideals. Also although the participation of the entire public school network - through the coordinating teachers - was desired, it did not go as expected, as many coordinating teachers did not share information about the document with their group of teachers. Besides that, we analysed the document of the schools to which the teachers participating in the research were linked (Pedagogical Political Project), as well as their respective documents (Annual Planning and Logbook).The information found in the documents was validated through focus group interviews and analysis of children's material (notebook activities, separate sheets and portfolios) in the context of school practice. According to the analysis of the research data, it was possible to verify four different interpretations of the same official text (Curriculum Guidance of Early Childhood Education of Rio Claro) about the work to be developed with the young children. According to which, the written language in the Early Childhood Education must: prepare for entry into Elementary School through mechanical practices and exercises that enable the memorization of letters and words; emphasize the social aspect of the child in the acquisition of the alphabetic writing system; prioritize the understanding of the social function of writing; and finally, to promote the initiative and exploration of the language written by the children. These different interpretations of the same official text, found in the context of school practice, lead us to reflect on the influence of teachers' experiences and conceptions on their pedagogical practices. Thus, the data produced in this research can serve for discussions in the area, as well as enable the municipality to understand the different interpretations of working with written language in early childhood education. From this understanding, the municipality can also propose collective actions aimed at improving the quality of public education offered to the young children.A abordagem da linguagem escrita na Educação Infantil vem no decorrer das décadas causando divergências de opiniões entre estudiosos da área, bem como entre as professoras que atuam nesta etapa de ensino. Embora as orientações legais apontem o caminho que as docentes devem seguir, estas são passíveis de interpretações no contexto da prática, o que nos levou a indagarmos a respeito das interpretações que se fazem presentes no cotidiano das salas de aula no que se refere à aprendizagem da linguagem escrita. Esta pesquisa, de caráter qualitativo, orientada pela Abordagem do Ciclo de Políticas, teve o objetivo de conhecer as interpretações que as professoras das turmas de crianças de 5 e 6 anos fazem dos textos oficiais vigentes referente à linguagem escrita, na rede pública de Rio Claro/SP. Para a produção de dados da pesquisa, recorremos a alguns procedimentos metodológicos como as entrevistas semiestruturadas realizadas em grupos focais com as docentes das turmas em questão. Para esta etapa do trabalho, foram selecionadas uma escola de cada uma das 12 regiões, de acordo com as subdivisões realizadas pela Secretaria de Educação do município, totalizando a participação de 38 professoras. Com o intuito de conhecer o contexto de influência e o contexto da produção de texto, que resultou na elaboração do documento municipal, realizamos uma entrevista semiestruturada com a Coordenadora da Comissão responsável pela elaboração da Orientação Curricular da Educação Infantil de Rio Claro e com a Coordenadora da Educação Infantil do município. Estas entrevistas, associadas com as entrevistas em grupos focais das professoras, nos permitiram compreender que a origem do documento foi marcada por estudos e disputas de ideais, e, embora, fosse almejada a participação de toda a rede de ensino por meio das professoras coordenadoras das escolas, isto não ocorreu como esperado, pois muitas professoras coordenadoras não compartilharam as informações da construção do documento com seu grupo de professoras. Ainda, realizamos a análise do documento das escolas as quais as docentes participantes da pesquisa estavam vinculadas (Projeto Político Pedagógico), bem como a do seus respectivos documentos (Planejamento Anual e Diário de Bordo). As informações encontradas nos documentos foram validadas através das entrevistas em grupos focais e análise do material das crianças (atividades de caderno, folhas avulsas e portfólios) no contexto da prática escolar. Com a análise dos dados da pesquisa, foi possível constatar quatro diferentes interpretações do mesmo texto oficial (Orientação Curricular da Educação Infantil de Rio Claro), acerca do trabalho a ser desenvolvido com as crianças pequenas, segundo as quais, a linguagem escrita na Educação Infantil deve: preparar para o ingresso no Ensino Fundamental através de práticas mecânicas e exercícios que possibilitem a memorização de letras e palavras; enfatizar o aspecto social da criança na aquisição do sistema de escrita alfabético; priorizar a compreensão da função social da escrita; e por fim, promover a iniciativa e exploração da linguagem escrita pelas crianças. Estas diferentes interpretações do mesmo texto oficial, encontradas no contexto da prática escolar, nos leva a refletirmos sobre a influência das vivências e concepções das docentes nas suas práticas pedagógicas. Assim, os dados produzidos nesta pesquisa podem servir para discussões na área, bem como, possibilitar que o município compreenda as diferentes interpretações sobre o trabalho com a linguagem escrita na Educação Infantil, e, a partir desta compreensão, propor ações coletivas que visem a melhoria da qualidade do ensino público ofertado às crianças pequenas no município.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação Profissional em Educação - PPGPEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessPré-escolaLinguagem escritaPolítica educacionalPreschoolWritten languageEducation policyCIENCIAS HUMANAS::EDUCACAOCIENCIAS HUMANAS::EDUCACAO::CURRICULOCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMA linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SPThe written language in preschool from the teacher's point of view: an analysis of policy cycles in the municipal network of education of Rio Claro-SPinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis60060068abacf9-81b8-42bc-8984-347ece8d85b4reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALMARINA_Texto dissertação versão final.pdfMARINA_Texto dissertação versão final.pdfapplication/pdf2818367https://repositorio.ufscar.br/bitstream/ufscar/12067/1/MARINA_Texto%20disserta%c3%a7%c3%a3o%20vers%c3%a3o%20final.pdf81356975af32a73028939201fef465c2MD51CartaDaVersaoFinal Marina_assinadaCLEO.pdfCartaDaVersaoFinal Marina_assinadaCLEO.pdfapplication/pdf679757https://repositorio.ufscar.br/bitstream/ufscar/12067/2/CartaDaVersaoFinal%20Marina_assinadaCLEO.pdfb720baae40b373fd923ce36088712e4cMD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/12067/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTMARINA_Texto dissertação versão final.pdf.txtMARINA_Texto dissertação versão final.pdf.txtExtracted texttext/plain390499https://repositorio.ufscar.br/bitstream/ufscar/12067/4/MARINA_Texto%20disserta%c3%a7%c3%a3o%20vers%c3%a3o%20final.pdf.txt61a13ac303d6e8ddc448a032fd326fd8MD54CartaDaVersaoFinal Marina_assinadaCLEO.pdf.txtCartaDaVersaoFinal Marina_assinadaCLEO.pdf.txtExtracted texttext/plain1411https://repositorio.ufscar.br/bitstream/ufscar/12067/6/CartaDaVersaoFinal%20Marina_assinadaCLEO.pdf.txt00e61e3ca01a39af1fc2be9e5e4386a5MD56THUMBNAILMARINA_Texto dissertação versão final.pdf.jpgMARINA_Texto dissertação versão final.pdf.jpgIM Thumbnailimage/jpeg6829https://repositorio.ufscar.br/bitstream/ufscar/12067/5/MARINA_Texto%20disserta%c3%a7%c3%a3o%20vers%c3%a3o%20final.pdf.jpg15869b00c1b8be6d551c2bf7823e8024MD55CartaDaVersaoFinal Marina_assinadaCLEO.pdf.jpgCartaDaVersaoFinal Marina_assinadaCLEO.pdf.jpgIM Thumbnailimage/jpeg6186https://repositorio.ufscar.br/bitstream/ufscar/12067/7/CartaDaVersaoFinal%20Marina_assinadaCLEO.pdf.jpg739765eb839ec2687c0ff83ad305a166MD57ufscar/120672023-09-18 18:31:46.926oai:repositorio.ufscar.br:ufscar/12067Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:46Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP |
dc.title.alternative.eng.fl_str_mv |
The written language in preschool from the teacher's point of view: an analysis of policy cycles in the municipal network of education of Rio Claro-SP |
title |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP |
spellingShingle |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP Gianez, Marina Pré-escola Linguagem escrita Política educacional Preschool Written language Education policy CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP |
title_full |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP |
title_fullStr |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP |
title_full_unstemmed |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP |
title_sort |
A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP |
author |
Gianez, Marina |
author_facet |
Gianez, Marina |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0813809165403154 |
dc.contributor.author.fl_str_mv |
Gianez, Marina |
dc.contributor.advisor1.fl_str_mv |
Tomazzetti, Cleonice Maria |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4821077407620769 |
dc.contributor.authorID.fl_str_mv |
50dcc878-df7a-42c2-ac9b-892bbca9791c |
contributor_str_mv |
Tomazzetti, Cleonice Maria |
dc.subject.por.fl_str_mv |
Pré-escola Linguagem escrita Política educacional |
topic |
Pré-escola Linguagem escrita Política educacional Preschool Written language Education policy CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Preschool Written language Education policy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO CIENCIAS HUMANAS::EDUCACAO::CURRICULO CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The approach of written language in early childhood education has been over the decades causing differences of opinion among scholars in the area, as well as among teachers who work in this stage of education. Although the legal guidelines point the way for teachers to follow, they are open to interpretation in the context of practice. This led us to inquire about the interpretations that are present in the daily life of classrooms regarding the learning of written language. The purpose of this qualitative research, guided by the Policy Cycle Approach, was to investigate the teachers interpretations - focusing in classes with children from 5 to 6 years old - of the current official texts regarding the written language, in Rio Claro public schools. One of the methodological procedures used for the production of research data was the semi-structured interviews conducted in focus groups with the teachers of the classes in question. For this stage of the work, one school from each of the 12 regions was selected, according to the subdivisions made by the Municipal Secretariat of Education, totaling the participation of 38 teachers. In order to understand the context of influence and the context of text production, which resulted in the elaboration of the municipal document, we conducted a semi-structured interview with the Commission Coordinator responsible for the elaboration of the Curriculum Guidance for Rio Claro Early Childhood Education and with the Coordinator of Early Childhood Education of the municipality. These interviews, associated with the teachers' focus group interviews, allowed us to understand that the origin of the document was marked by studies and disputes of ideals. Also although the participation of the entire public school network - through the coordinating teachers - was desired, it did not go as expected, as many coordinating teachers did not share information about the document with their group of teachers. Besides that, we analysed the document of the schools to which the teachers participating in the research were linked (Pedagogical Political Project), as well as their respective documents (Annual Planning and Logbook).The information found in the documents was validated through focus group interviews and analysis of children's material (notebook activities, separate sheets and portfolios) in the context of school practice. According to the analysis of the research data, it was possible to verify four different interpretations of the same official text (Curriculum Guidance of Early Childhood Education of Rio Claro) about the work to be developed with the young children. According to which, the written language in the Early Childhood Education must: prepare for entry into Elementary School through mechanical practices and exercises that enable the memorization of letters and words; emphasize the social aspect of the child in the acquisition of the alphabetic writing system; prioritize the understanding of the social function of writing; and finally, to promote the initiative and exploration of the language written by the children. These different interpretations of the same official text, found in the context of school practice, lead us to reflect on the influence of teachers' experiences and conceptions on their pedagogical practices. Thus, the data produced in this research can serve for discussions in the area, as well as enable the municipality to understand the different interpretations of working with written language in early childhood education. From this understanding, the municipality can also propose collective actions aimed at improving the quality of public education offered to the young children. |
publishDate |
2019 |
dc.date.accessioned.fl_str_mv |
2019-11-22T15:09:18Z |
dc.date.available.fl_str_mv |
2019-11-22T15:09:18Z |
dc.date.issued.fl_str_mv |
2019-09-19 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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dc.identifier.citation.fl_str_mv |
GIANEZ, Marina. A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12067. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/12067 |
identifier_str_mv |
GIANEZ, Marina. A linguagem escrita na pré-escola pela ótica docente: uma análise do Ciclo de Políticas na rede municipal de Rio Claro/SP. 2019. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2019. Disponível em: https://repositorio.ufscar.br/handle/ufscar/12067. |
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https://repositorio.ufscar.br/handle/ufscar/12067 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação Profissional em Educação - PPGPE |
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