Leitura na formação docente : um estudo das práticas dos professores de língua portuguesa durante a hora-atividade

• Ano de defesa: 2014
• Autor(a) principal: Derney, Aparecido
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis; UFMT CUR - Rondonopólis; Programa de Pós-Graduação em Educação - Rondonópolis
• Palavras-chave em Português: Leitura; Hora-atividade; Formação de professores; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Reading; Time-activity; Teacher education
• Link de acesso: http://ri.ufmt.br/handle/1/403

This study aims primarily to investigate if the time-activity of a Portuguese teacher from municipal system of Sinop-MT has been constituted in space of professional development having reading as a tool for training and improvement of pedagogical work. The purpose is also to check the physical spaces and the materials available for reading practice in the school environment, as well as identifying the materials already read by Portuguese teachers during the time-activity and the frequency which these readings happened. According to Chartier (1995), Foucambert (1994), Smith (1999) and Silva (2011) reading is a tool that helps to expand the professional knowledge and development off teaching practices. Ttime-activity can offer to teachers, among the other educational doings, reading periods, allowing reflection and evaluation of pedagogical work and teacher training, according to the Federal Law 11.738/08, all professionals of public teaching should have at least 1/3 (one third) of the workload reserved for studies, planning and evaluation. In Sinop - MT, this period was organized and structured through Additional Municipal Law Nº 062/2011, which assured the municipal teachers the right of studying and professionally improving themselves during the workday. Therefore, the time-activity can, together with other educational doings, offer the teacher during the workday, reading periods, enabling teacher training, as well as contributing to the reflection and evaluation of pedagogical work. In that sense, being based on Chartier (1995); Foucambert (1994); Silva (2011); Smith (1999), among others, reading can serve as a tool to expand professional knowledge and collaborate on improving teaching practice, especially for Portuguese teachers that, in the school environment, are responsible for developing actions that will attract and motivate students to the universe of reading. The research methodology is qualitative of the case study type, based mainly on Yin (2005). To achieve the proposed objectives the data were collected through documents like federal and local laws, regulations and administrative documents; ten biweekly reports with registration of materials already read during the time-activity; survey of pedagogical actions conducted during the time-activity; observation of physical artifacts required for teacher reading at school and interview. The data analysis showed that despite of legal guarantees, the period of time-activity was unsatisfactory in municipal schools from Sinop, where federal laws have been postponed, jagged and remodeled through municipal laws that restricted the studying, evaluation and planning time of the teacher. Even with the limited time and lack of adequate physical space, reading performed during the time-activity, instrumentalized Portuguese teachers so they develop their pedagogical practices, opening up possibilities for them to complete or even exceed the activities brought by didactic books. However, it is still necessary that the period reserved to study, planning and evaluation during the workday is effectively defined and respected, offering space for actions that organize and normatizem this period, in a way that it becomes effective in a reading space, that besides instrumentalizing the professional to teach, it can also offer these professionals the opportunity to think and change their professional practice.