A reconfiguração da docência a partir do laboratório de mudança: construções e tessituras da professoralidade sobre ensino da compreensão leitora

• Ano de defesa: 2025
• Autor(a) principal: Michelotti, Daiane Ventorini Pohlmann
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Formação docente; Laboratório de mudança; Ensino da compreensão leitora; Professoralidade; Teacher education; Change laboratory; Reading comprehension instruction; Teacherhood; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/37063

This doctoral thesis in Education, part of the Graduate Program in Education (PPGE) at the Federal University of Santa Maria (UFSM), is linked to Research Line 1 (LP1): Teaching, knowledge, and professional development. The research theme is directed toward the constructions and textures of teacherhood. The research problem seeks to answer: How does the reconfiguration of teaching practice occur, in terms of reading comprehension instruction, through collaborative reflective processes established via the Change Laboratory? The general objective of the research is to understand the impact of a collaborative intervention, through the Change Laboratory, on pedagogical practices regarding reading comprehension instruction. The specific objectives are: to recognize and analyze teachers’ conceptions about teaching reading comprehension and their impact on pedagogical practices; to identify possible elements of contradiction that weaken the teaching of reading comprehension; to understand the processes of reorganizing teaching activities related to reading through collaborative reflective processes; and to construct, from these processes, indicators to strengthen a reading-oriented environment in the school. The methodology follows a qualitative approach, specifically a collaborative intervention – the Change Laboratory – carried out with the school leadership team and teachers from Early Childhood Education and the early years of a municipal school in São Gabriel, Rio Grande do Sul (RS), totaling nine participants. To construct the data, several instruments were proposed, materialized through discursive genres such as questionnaires, conceptual cartography, pedagogical letters, and the development of eight sessions following the cycle of expansive learning in the Change Laboratory. The theoretical framework includes Vygotsky (2007), Nóvoa (2022), Bolzan (2002), Tardif (2002), Viana (2014), Powaczuk (2008), Ferrero (2011), among others. The collected data revealed that although daily demands tend to dominate teaching practices, the Change Laboratory methodology is a tool capable of fostering the reconfiguration of teaching by producing new forms of teacherhood. Through the collaborative reflective processes it establishes, indicators emerged that point to the strengthening of a reading-oriented environment in the school, materialized in germinal cells aimed at qualitative changes in the teaching of reading comprehension.