Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores
Ano de defesa: | 2014 |
---|---|
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 Letras
|
Departamento: |
Letras
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/9896 |
Resumo: | Literacy has been the central point in researches and discussions in the field of Applied Linguistics (ROJO, 2010; SOARES, 2011), and the term is recurrently used in official documents, such as National Curriculum Parameters (BRASIL, 1997; 2000), National Curriculum Orientations (BRASIL, 2006), and recently, Lições do Rio Grande Curricular Referential (RIO GRANDE DO SUL, 2009). Considering this panorama, this work investigates the representations of elementary school teachers of Santa Maria, RS, about their concept of literacy and the way they represent discursively their classroom practices. The corpus was collected by using two questionnaires, answered, respectively, by 11 and 8 teachers that are participating in a continuing education program. Besides the questionnaires, we developed 14 reflexive sessions to problematize the concept of literacy. The analysis of the initial questionnaire showed three main concepts of literacy: as reading [critically] the world from everyday reality, as (de)coding the written language, and as a process of cognition and communication. According to the analysis of the participants discourse, in the classroom, these representations are materialized by pedagogical practices focused on contextualization, interpretation, thought expression, decoding and writing. The comparison of these data reveled contradictions between discourse and practices. Throughout the reflexive-collaborative process, during the reflexive sessions, these representations were reconfigured and expanded, including representations about literacy practices and events and, briefly, about relations between literacy and genres. Thus, the analysis of the final questionnaire demonstrated predominance of representations of literacy aligned to the concept of reading [critically] the world and timid upholds to the conception of literacy as a way of communication. Because of that, representations of pedagogical practices were also reconfigured and those practices identified in the initial questionnaire were reorganized into two categories: 1) appropriation of knowledge to life and 2) acquisition of technologies of writing. At the end of the reflective process we could delineate a socially situated concept of literacy as a process of social and political empowerment of the individuals which can help them transform reality the world (FREIRE, 1975) and, consequently, we observed re-significations in the teachers discourse about the way they see their own teaching practice. |
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2014-08-262014-08-262014-02-28SILVA, Eliseu Alves da. REPRESENTATIONS OF LITERACIES IN THE SCHOOL CONTEXT: THE CONSTRUCTION OF A SOCIALLY SITUATED CONCEPT IN A CONTINUING TEACHER EDUCATION. 2014. 153 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2014.http://repositorio.ufsm.br/handle/1/9896Literacy has been the central point in researches and discussions in the field of Applied Linguistics (ROJO, 2010; SOARES, 2011), and the term is recurrently used in official documents, such as National Curriculum Parameters (BRASIL, 1997; 2000), National Curriculum Orientations (BRASIL, 2006), and recently, Lições do Rio Grande Curricular Referential (RIO GRANDE DO SUL, 2009). Considering this panorama, this work investigates the representations of elementary school teachers of Santa Maria, RS, about their concept of literacy and the way they represent discursively their classroom practices. The corpus was collected by using two questionnaires, answered, respectively, by 11 and 8 teachers that are participating in a continuing education program. Besides the questionnaires, we developed 14 reflexive sessions to problematize the concept of literacy. The analysis of the initial questionnaire showed three main concepts of literacy: as reading [critically] the world from everyday reality, as (de)coding the written language, and as a process of cognition and communication. According to the analysis of the participants discourse, in the classroom, these representations are materialized by pedagogical practices focused on contextualization, interpretation, thought expression, decoding and writing. The comparison of these data reveled contradictions between discourse and practices. Throughout the reflexive-collaborative process, during the reflexive sessions, these representations were reconfigured and expanded, including representations about literacy practices and events and, briefly, about relations between literacy and genres. Thus, the analysis of the final questionnaire demonstrated predominance of representations of literacy aligned to the concept of reading [critically] the world and timid upholds to the conception of literacy as a way of communication. Because of that, representations of pedagogical practices were also reconfigured and those practices identified in the initial questionnaire were reorganized into two categories: 1) appropriation of knowledge to life and 2) acquisition of technologies of writing. At the end of the reflective process we could delineate a socially situated concept of literacy as a process of social and political empowerment of the individuals which can help them transform reality the world (FREIRE, 1975) and, consequently, we observed re-significations in the teachers discourse about the way they see their own teaching practice.O tema do letramento tem estado no centro das pesquisas e discussões em Linguística Aplicada (ROJO, 2010; SOARES, 2011), bem como é recorrente o emprego do termo em documentos oficiais, como os Parâmetros Curriculares Nacionais (BRASIL, 1997; 2000), as Orientações Curriculares Nacionais (BRASIL, 2006) e, mais recentemente, os Referenciais Curriculares Lições do Rio Grande (RIO GRANDE DO SUL, 2009). Considerando esse panorama, este trabalho investiga as representações de professoras de uma escola pública de Ensino Fundamental de Santa Maria, RS, acerca de suas concepções de letramento e do modo como o representam discursivamente na prática de sala de aula. O corpus foi coletado a partir de dois questionários, respondidos, respectivamente, por 11 e 8 professoras participantes de um programa de formação continuada de professores. Além dos questionários, desenvolvemos 14 sessões reflexivas para problematizar o conceito de letramento. A análise do questionário inicial apontou três conceitos centrais de letramento: como leitura [crítica] de mundo , como (de)codificação da linguagem escrita e como processo cognitivo e de comunicação. A partir da análise do discurso das participantes, em sala de aula, essas representações se realizam por meio de práticas pedagógicas com foco na contextualização, interpretação, expressão de pensamento/opinião, decodificação e produção textual. O cruzamento desses dados revelou contradições entre o discurso e as práticas. No decorrer do processo reflexivo-colaborativo, durante as sessões reflexivas, essas representações foram reconfiguradas e expandidas, incluindo as representações de práticas e eventos de letramento e, brevemente, as relações entre letramento e gêneros textuais/discursivos. Assim, a análise do questionário final demonstrou a predominância de representações de letramento alinhadas ao conceito de leitura [crítica] de mundo e tímidas adesões à concepção de letramento como forma de comunicação. Com isso, as representações de práticas pedagógicas também sofreram reconfigurações, ocasionando a reorganização daquelas práticas identificadas na análise do questionário inicial em duas categorias: 1) na apropriação de saberes para a vida e 2) na aquisição de tecnologias da escrita. Ao final do processo reflexivo, pudemos delinear um conceito socialmente situado para letramento como processo de empoderamento (empowerment) social e político do indivíduo capaz de levá-lo a transformar a realidade o mundo (FREIRE, 1975) e, em consequência, observamos ressignificações dos discursos das professoras sobre o próprio fazer docente.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em LetrasUFSMBRLetrasFormação continuada de professoresPesquisa colaborativaRepresentações de letramento e de práticas de letramentoContinuing teacher educationCollaborative researchRepresentations of literacy and of literacy practicesCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASRepresentações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professoresRepresentations of literacies in the school context: the construction of a socially situated concept in a continuing teacher educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTicks, Luciane Kirchhofhttp://lattes.cnpq.br/7272164343733019Sturm, Lucianehttp://lattes.cnpq.br/2133499929455953Cabral, Sara Regina Scottahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4735272P3http://lattes.cnpq.br/5278228161827289Silva, Eliseu Alves da8002000000014003003003003001bb32a6c-2f0f-42ab-945d-59d8226dcb7e011885c8-0148-4b13-a6d8-574628f28dafea8025a8-bdcb-4839-924e-35b7313453a86c140ce5-254c-4373-b434-976932a931c8info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALSILVA, ELISEU ALVES DA.pdfapplication/pdf1686728http://repositorio.ufsm.br/bitstream/1/9896/1/SILVA%2c%20ELISEU%20ALVES%20DA.pdfdeadaaf954e0317b9c8cbe8cbd0d4c60MD51TEXTSILVA, ELISEU ALVES DA.pdf.txtSILVA, ELISEU ALVES DA.pdf.txtExtracted texttext/plain335988http://repositorio.ufsm.br/bitstream/1/9896/2/SILVA%2c%20ELISEU%20ALVES%20DA.pdf.txt6e680091596ad3d7e3ef4a37ba6b63c9MD52THUMBNAILSILVA, ELISEU ALVES DA.pdf.jpgSILVA, ELISEU ALVES DA.pdf.jpgIM Thumbnailimage/jpeg4917http://repositorio.ufsm.br/bitstream/1/9896/3/SILVA%2c%20ELISEU%20ALVES%20DA.pdf.jpg06befea651e789c23663d5f2d8fc9758MD531/98962021-09-29 14:42:55.784oai:repositorio.ufsm.br:1/9896Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132021-09-29T17:42:55Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores |
dc.title.alternative.eng.fl_str_mv |
Representations of literacies in the school context: the construction of a socially situated concept in a continuing teacher education |
title |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores |
spellingShingle |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores Silva, Eliseu Alves da Formação continuada de professores Pesquisa colaborativa Representações de letramento e de práticas de letramento Continuing teacher education Collaborative research Representations of literacy and of literacy practices CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores |
title_full |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores |
title_fullStr |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores |
title_full_unstemmed |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores |
title_sort |
Representações de letramento no contexto escolar: a construção de um conceito socialmente situado em um programa de formação de professores |
author |
Silva, Eliseu Alves da |
author_facet |
Silva, Eliseu Alves da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ticks, Luciane Kirchhof |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7272164343733019 |
dc.contributor.referee1.fl_str_mv |
Sturm, Luciane |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/2133499929455953 |
dc.contributor.referee2.fl_str_mv |
Cabral, Sara Regina Scotta |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4735272P3 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5278228161827289 |
dc.contributor.author.fl_str_mv |
Silva, Eliseu Alves da |
contributor_str_mv |
Ticks, Luciane Kirchhof Sturm, Luciane Cabral, Sara Regina Scotta |
dc.subject.por.fl_str_mv |
Formação continuada de professores Pesquisa colaborativa Representações de letramento e de práticas de letramento |
topic |
Formação continuada de professores Pesquisa colaborativa Representações de letramento e de práticas de letramento Continuing teacher education Collaborative research Representations of literacy and of literacy practices CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Continuing teacher education Collaborative research Representations of literacy and of literacy practices |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
Literacy has been the central point in researches and discussions in the field of Applied Linguistics (ROJO, 2010; SOARES, 2011), and the term is recurrently used in official documents, such as National Curriculum Parameters (BRASIL, 1997; 2000), National Curriculum Orientations (BRASIL, 2006), and recently, Lições do Rio Grande Curricular Referential (RIO GRANDE DO SUL, 2009). Considering this panorama, this work investigates the representations of elementary school teachers of Santa Maria, RS, about their concept of literacy and the way they represent discursively their classroom practices. The corpus was collected by using two questionnaires, answered, respectively, by 11 and 8 teachers that are participating in a continuing education program. Besides the questionnaires, we developed 14 reflexive sessions to problematize the concept of literacy. The analysis of the initial questionnaire showed three main concepts of literacy: as reading [critically] the world from everyday reality, as (de)coding the written language, and as a process of cognition and communication. According to the analysis of the participants discourse, in the classroom, these representations are materialized by pedagogical practices focused on contextualization, interpretation, thought expression, decoding and writing. The comparison of these data reveled contradictions between discourse and practices. Throughout the reflexive-collaborative process, during the reflexive sessions, these representations were reconfigured and expanded, including representations about literacy practices and events and, briefly, about relations between literacy and genres. Thus, the analysis of the final questionnaire demonstrated predominance of representations of literacy aligned to the concept of reading [critically] the world and timid upholds to the conception of literacy as a way of communication. Because of that, representations of pedagogical practices were also reconfigured and those practices identified in the initial questionnaire were reorganized into two categories: 1) appropriation of knowledge to life and 2) acquisition of technologies of writing. At the end of the reflective process we could delineate a socially situated concept of literacy as a process of social and political empowerment of the individuals which can help them transform reality the world (FREIRE, 1975) and, consequently, we observed re-significations in the teachers discourse about the way they see their own teaching practice. |
publishDate |
2014 |
dc.date.accessioned.fl_str_mv |
2014-08-26 |
dc.date.available.fl_str_mv |
2014-08-26 |
dc.date.issued.fl_str_mv |
2014-02-28 |
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SILVA, Eliseu Alves da. REPRESENTATIONS OF LITERACIES IN THE SCHOOL CONTEXT: THE CONSTRUCTION OF A SOCIALLY SITUATED CONCEPT IN A CONTINUING TEACHER EDUCATION. 2014. 153 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
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http://repositorio.ufsm.br/handle/1/9896 |
identifier_str_mv |
SILVA, Eliseu Alves da. REPRESENTATIONS OF LITERACIES IN THE SCHOOL CONTEXT: THE CONSTRUCTION OF A SOCIALLY SITUATED CONCEPT IN A CONTINUING TEACHER EDUCATION. 2014. 153 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2014. |
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