A construção da leitura e da escrita infantil e a pratica do estágio supervisionado
Ano de defesa: | 2015 |
---|---|
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 Santa Maria
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/7210 |
Resumo: | This Master's thesis is included in the search line Training, Knowledge and Development Graduate Program Professional, Master of Education, Federal University of Santa Maria (UFSM). We have as a general objective of this research to understand the conceptions of academics of the Faculty of Education of UFSM, night and day on reading and children's writing and how these permeate the practices in supervised training. The starting point of the theoretical assumptions that include studies of Nóvoa (2009), Imbernon (2009, 2011) and Vaillant and Marcelo Garcia (1999, 2012), pepper and Lima (2011), Pepper (2010), Smith (1987, 2011a a, b, c, 2012, 2013), and Smith Teberosky (1999), Teberosky (1987), Mitchell (2004, 2005), Mortatti (2004, 2006) among others. The research was carried out from a qualitative approach, socio-cultural nature based on the studies of Minayo (1992, 2009), Freitas (2002), Bolzan (2002), Connelly and Clandinin (1995), Vygotsky (2007). To collect data, we conduct narrative interviews with six academic enrolled in Supervised Internship disciplines of the Pedagogy course, day and night, UFSM, as well as analysis of reports, articles and planning for the stage. The analysis was conducted from recurrences narratives indicated that the two categories of analysis: teacher learning and training processes. Thus, it was possible to recognize the trajectories of students in initial training, identifying the conceptions of learning to be a teacher and the relationship between the experienced situations and theoretical constructs about reading and writing. Thus, we understand that initial training needs to be organized in order to promote training experiences focused on areas of professional activity; no need to make mechanisms that foster awareness of the autoformativa dimension; the teaching learning is characterized by contradictions that allow students to advance in the construction of knowledge; extracurricular formative experiences stood out because they were designed as an opportunity to meet the possible professional performance context and to promote the relationship between theory and practice; the practice on their empties, it is necessary for reflection on practice and practice is incorporated into the teaching routine; and finally, it noted that the conceptions about the construction of reading and children's writing, academic study participants are being prepared. Therefore, we understand that learning to be a teacher in initial training has its basis in the formative processes will constitute the structure of the relations that the academic setting will during its journey and experiences in different spaces. Thus, the views of academics on the reading and writing will be built from a set of life experiences along the formative path. |
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2016-03-152016-03-152015-08-14SANTOS, Camila Fleck dos. CONSTRUCTION OF READING AND WRITING CHILDREN AND THE PRACTICE OF SUPERVISED. 2015. 185 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015.http://repositorio.ufsm.br/handle/1/7210This Master's thesis is included in the search line Training, Knowledge and Development Graduate Program Professional, Master of Education, Federal University of Santa Maria (UFSM). We have as a general objective of this research to understand the conceptions of academics of the Faculty of Education of UFSM, night and day on reading and children's writing and how these permeate the practices in supervised training. The starting point of the theoretical assumptions that include studies of Nóvoa (2009), Imbernon (2009, 2011) and Vaillant and Marcelo Garcia (1999, 2012), pepper and Lima (2011), Pepper (2010), Smith (1987, 2011a a, b, c, 2012, 2013), and Smith Teberosky (1999), Teberosky (1987), Mitchell (2004, 2005), Mortatti (2004, 2006) among others. The research was carried out from a qualitative approach, socio-cultural nature based on the studies of Minayo (1992, 2009), Freitas (2002), Bolzan (2002), Connelly and Clandinin (1995), Vygotsky (2007). To collect data, we conduct narrative interviews with six academic enrolled in Supervised Internship disciplines of the Pedagogy course, day and night, UFSM, as well as analysis of reports, articles and planning for the stage. The analysis was conducted from recurrences narratives indicated that the two categories of analysis: teacher learning and training processes. Thus, it was possible to recognize the trajectories of students in initial training, identifying the conceptions of learning to be a teacher and the relationship between the experienced situations and theoretical constructs about reading and writing. Thus, we understand that initial training needs to be organized in order to promote training experiences focused on areas of professional activity; no need to make mechanisms that foster awareness of the autoformativa dimension; the teaching learning is characterized by contradictions that allow students to advance in the construction of knowledge; extracurricular formative experiences stood out because they were designed as an opportunity to meet the possible professional performance context and to promote the relationship between theory and practice; the practice on their empties, it is necessary for reflection on practice and practice is incorporated into the teaching routine; and finally, it noted that the conceptions about the construction of reading and children's writing, academic study participants are being prepared. Therefore, we understand that learning to be a teacher in initial training has its basis in the formative processes will constitute the structure of the relations that the academic setting will during its journey and experiences in different spaces. Thus, the views of academics on the reading and writing will be built from a set of life experiences along the formative path.Esta dissertação de Mestrado se insere na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação, Mestrado em Educação da Universidade Federal de Santa Maria (UFSM). Temos como objetivo geral desta pesquisa compreender as concepções dos acadêmicos do curso de Pedagogia da UFSM, noturno e diurno, sobre a leitura e a escrita infantil e como essas permeiam as práticas no estágio supervisionado. Para tanto, partimos dos pressupostos teóricos que contemplam estudos de Nóvoa (2009), Imbernón (2009, 2011) e Vaillant e Marcelo Garcia (1999, 2012), Pimenta e Lima (2011), Pimenta (2010), Ferreiro (1987, 2011a, b, c, 2012, 2013), Ferreiro e Teberosky (1999), Teberosky (1987), Morais (2004, 2005), Mortatti (2004, 2006) entre outros. A investigação foi realizada a partir de uma abordagem qualitativa, de cunho sociocultural baseando-nos nos estudos de Minayo (1992, 2009), Freitas (2002), Bolzan (2002), Conelly e Clandinin (1995), Vygotski (2007). Para a coleta de dados, realizamos entrevistas narrativas com seis acadêmicas matriculadas nas disciplinas de Estágio Supervisionado do curso de Pedagogia, diurno e noturno, da UFSM, assim como a análise de relatórios, artigos e planejamentos referentes ao estágio. A análise foi realizada a partir de recorrências narrativas que nos indicaram a duas categorias de análise: aprendizagem docente e processos formativos. Deste modo, foi possível reconhecermos as trajetórias das estudantes em formação inicial, identificando as concepções sobre o aprender a ser professor e as relações entre as situações vividas e as construções teóricas sobre a leitura e a escrita. Assim, compreendemos que a formação inicial precisa estar organizada de maneira a promover vivências formativas voltadas a áreas de atuação profissional; há necessidade de efetuar mecanismos que favoreçam a tomada de consciência sobre a dimensão autoformativa; a aprendizagem docente caracteriza-se por contradições que permitem ao estudante avançar na construção do conhecimento; as vivências formativas extracurriculares sobressaíram-se, pois foram concebidas como oportunidade de conhecer o contexto de possível atuação profissional e favorecer a relação entre a teoria e a prática; a prática por si se esvazia, é necessário que a reflexão sobre a prática e na pratica seja incorporada no cotidiano pedagógico; e, por fim, evidenciamos que as concepções sobre a construção da leitura e da escrita infantil, das acadêmicas participantes deste estudo, estão em processo de elaboração. Portanto, entendemos que a aprendizagem de ser professor na formação inicial tem sua base nos processos formativos vão se constituindo na tessitura das relações que o acadêmico vai estabelecendo durante o seu percurso e as vivências em diferentes espaços. Assim, as concepções dos acadêmicos sobre a leitura e a escrita vão se construindo a partir de um conjunto de experiências vivenciadas ao longo da trajetória formativa.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoLeitura e escritaAprendizagem docenteEstágio supervisionadoReading and writingTeacher learningSupervised internshipCNPQ::CIENCIAS HUMANAS::EDUCACAOA construção da leitura e da escrita infantil e a pratica do estágio supervisionadoConstruction of reading and writing children and the practice of supervisedinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6Powaczuk, Ana Carla Hollweghttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751490T1Antunes, Helenise Sangoihttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4799529D7Santos, Eliane Aparecida Galvão doshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4264532Y9Isaia, Silvia Maria de Aguiarhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794447P2http://lattes.cnpq.br/5410165786911204Santos, Camila Fleck dos700800000006400500300300300300500b44424f4-3a2c-42d2-af99-762aa9d1acdeaeeb4e21-79b2-4532-a8a6-8529c506733a8d023456-0e98-4121-b0db-22c097672feb930c21f3-4421-401d-bba0-9ae2f5e6d602665e0593-8ff6-400c-9b9b-0cbe1073f375f67a3ae7-a161-4f8b-9520-778d4ea8e491info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALSANTOS, CAMILA FLECK DOS.pdfapplication/pdf1367285http://repositorio.ufsm.br/bitstream/1/7210/1/SANTOS%2c%20CAMILA%20FLECK%20DOS.pdf82a7117b8173cb5d6d49bfda0c6ca8d4MD51TEXTSANTOS, CAMILA FLECK DOS.pdf.txtSANTOS, CAMILA FLECK DOS.pdf.txtExtracted texttext/plain421931http://repositorio.ufsm.br/bitstream/1/7210/2/SANTOS%2c%20CAMILA%20FLECK%20DOS.pdf.txt0d4357161d01b928dc0894a7b3c28fd5MD52THUMBNAILSANTOS, CAMILA FLECK DOS.pdf.jpgSANTOS, CAMILA FLECK DOS.pdf.jpgIM Thumbnailimage/jpeg4794http://repositorio.ufsm.br/bitstream/1/7210/3/SANTOS%2c%20CAMILA%20FLECK%20DOS.pdf.jpgcaa35697d3e25e9019bf249195c1dd6eMD531/72102021-03-05 08:15:30.746oai:repositorio.ufsm.br:1/7210Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132021-03-05T11:15:30Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado |
dc.title.alternative.eng.fl_str_mv |
Construction of reading and writing children and the practice of supervised |
title |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado |
spellingShingle |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado Santos, Camila Fleck dos Leitura e escrita Aprendizagem docente Estágio supervisionado Reading and writing Teacher learning Supervised internship CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado |
title_full |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado |
title_fullStr |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado |
title_full_unstemmed |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado |
title_sort |
A construção da leitura e da escrita infantil e a pratica do estágio supervisionado |
author |
Santos, Camila Fleck dos |
author_facet |
Santos, Camila Fleck dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6 |
dc.contributor.advisor-co1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751490T1 |
dc.contributor.referee1.fl_str_mv |
Antunes, Helenise Sangoi |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4799529D7 |
dc.contributor.referee2.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4264532Y9 |
dc.contributor.referee3.fl_str_mv |
Isaia, Silvia Maria de Aguiar |
dc.contributor.referee3Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794447P2 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5410165786911204 |
dc.contributor.author.fl_str_mv |
Santos, Camila Fleck dos |
contributor_str_mv |
Bolzan, Doris Pires Vargas Powaczuk, Ana Carla Hollweg Antunes, Helenise Sangoi Santos, Eliane Aparecida Galvão dos Isaia, Silvia Maria de Aguiar |
dc.subject.por.fl_str_mv |
Leitura e escrita Aprendizagem docente Estágio supervisionado |
topic |
Leitura e escrita Aprendizagem docente Estágio supervisionado Reading and writing Teacher learning Supervised internship CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Reading and writing Teacher learning Supervised internship |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This Master's thesis is included in the search line Training, Knowledge and Development Graduate Program Professional, Master of Education, Federal University of Santa Maria (UFSM). We have as a general objective of this research to understand the conceptions of academics of the Faculty of Education of UFSM, night and day on reading and children's writing and how these permeate the practices in supervised training. The starting point of the theoretical assumptions that include studies of Nóvoa (2009), Imbernon (2009, 2011) and Vaillant and Marcelo Garcia (1999, 2012), pepper and Lima (2011), Pepper (2010), Smith (1987, 2011a a, b, c, 2012, 2013), and Smith Teberosky (1999), Teberosky (1987), Mitchell (2004, 2005), Mortatti (2004, 2006) among others. The research was carried out from a qualitative approach, socio-cultural nature based on the studies of Minayo (1992, 2009), Freitas (2002), Bolzan (2002), Connelly and Clandinin (1995), Vygotsky (2007). To collect data, we conduct narrative interviews with six academic enrolled in Supervised Internship disciplines of the Pedagogy course, day and night, UFSM, as well as analysis of reports, articles and planning for the stage. The analysis was conducted from recurrences narratives indicated that the two categories of analysis: teacher learning and training processes. Thus, it was possible to recognize the trajectories of students in initial training, identifying the conceptions of learning to be a teacher and the relationship between the experienced situations and theoretical constructs about reading and writing. Thus, we understand that initial training needs to be organized in order to promote training experiences focused on areas of professional activity; no need to make mechanisms that foster awareness of the autoformativa dimension; the teaching learning is characterized by contradictions that allow students to advance in the construction of knowledge; extracurricular formative experiences stood out because they were designed as an opportunity to meet the possible professional performance context and to promote the relationship between theory and practice; the practice on their empties, it is necessary for reflection on practice and practice is incorporated into the teaching routine; and finally, it noted that the conceptions about the construction of reading and children's writing, academic study participants are being prepared. Therefore, we understand that learning to be a teacher in initial training has its basis in the formative processes will constitute the structure of the relations that the academic setting will during its journey and experiences in different spaces. Thus, the views of academics on the reading and writing will be built from a set of life experiences along the formative path. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-08-14 |
dc.date.accessioned.fl_str_mv |
2016-03-15 |
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2016-03-15 |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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SANTOS, Camila Fleck dos. CONSTRUCTION OF READING AND WRITING CHILDREN AND THE PRACTICE OF SUPERVISED. 2015. 185 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/7210 |
identifier_str_mv |
SANTOS, Camila Fleck dos. CONSTRUCTION OF READING AND WRITING CHILDREN AND THE PRACTICE OF SUPERVISED. 2015. 185 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2015. |
url |
http://repositorio.ufsm.br/handle/1/7210 |
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