Pedagogical practice of beginning literacy teachers: a philosophical feminist approach

Detalhes bibliográficos
Autor(a) principal: Cartaxo, Simone Regina Manosso
Data de Publicação: 2021
Outros Autores: Scos, Josemary
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Educação & Formação (Fortaleza)
Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/3434
Resumo: The text analyzes the production process of the pedagogical practice of the beginning literacy teachers in order to contribute to their formative process. The theoretical framework is based on the understanding of theory as an expression of practice (MARTINS, 1996). The research is qualitative and the analysis was based on Bardin (2011). The data were obtained through questionnaires applied in 40 schools in a Municipal Education Network and semi-structured interviews with 17 teachers. The results indicate that the teachers' pedagogical practice is constituted by challenges, by external and internal determinants and strategies produced from the problems originated in practice. The training process of these teachers requires an expansion of collective work spaces and an understanding of the specificity of literacy.
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spelling Pedagogical practice of beginning literacy teachers: a philosophical feminist approachPráctica pedagógica de profesoras principiantes de alfabetización: procesos de producción y contribuciones a la formaciónPedagogical practice of beginning literacy teachers: a philosophical feminist approachPrática pedagógica de professoras alfabetizadoras iniciantes: processos de produção e contribuições para a formaçãoProfessor alfabetizadorFormação docenteDesenvolvimento profissionalFormação de professoresLiteracy teacherTeacher EducationProfessional developmentTeacher trainingProfesor de alfabetizaciónFormación del profesoradoDesarollo profesionalFormación de profesoresProfesseur d'alphabétisation. Formation du professeur. Développement professionnelFormation des enseignantsThe text analyzes the production process of the pedagogical practice of the beginning literacy teachers in order to contribute to their formative process. The theoretical framework is based on the understanding of theory as an expression of practice (MARTINS, 1996). The research is qualitative and the analysis was based on Bardin (2011). The data were obtained through questionnaires applied in 40 schools in a Municipal Education Network and semi-structured interviews with 17 teachers. The results indicate that the teachers' pedagogical practice is constituted by challenges, by external and internal determinants and strategies produced from the problems originated in practice. The training process of these teachers requires an expansion of collective work spaces and an understanding of the specificity of literacy.En este artículo se analiza el proceso de producción de la práctica pedagógica de las profesoras principiantes de alfabetización para contribuir a su formación. El marco teórico se basa en la comprensión de la teoría como expresión de la práctica (MARTINS, 1996). La investigación es cualitativa y el análisis se basó en Bardin (2011). Los datos se obtuvieron por medio de cuestionarios aplicados en 40 escuelas en una Red Municipal de Educación y entrevistas semiestructuradas con 17 profesoras. Los resultados indican que la práctica pedagógica de las docentes está constituida por desafíos, por determinantes externos e internos y por estrategias producidas a partir de los problemas originados en la práctica. El proceso de capacitación de estas profesoras requiere ampliación de los espacios de trabajo colectivos y comprensión de la especificidad de la alfabetización. The text analyzes the production process of the pedagogical practice of the beginning literacy teachers in order to contribute to their formative process. The theoretical framework is based on the understanding of theory as an expression of practice (MARTINS, 1996). The research is qualitative and the analysis was based on Bardin (2011). The data were obtained through questionnaires applied in 40 schools in a Municipal Education Network and semi-structured interviews with 17 teachers. The results indicate that the teachers' pedagogical practice is constituted by challenges, by external and internal determinants and strategies produced from the problems originated in practice. The training process of these teachers requires an expansion of collective work spaces and an understanding of the specificity of literacy.O texto analisa o processo de produção da prática pedagógica das professoras alfabetizadoras iniciantes a fim de contribuir para o seu processo formativo. O referencial teórico está fundamentado na compreensão da teoria como expressão da prática (MARTINS, 1996). A pesquisa é qualitativa e a análise fundamentou-se em Bardin (2011). Os dados foram obtidos por meio de questionários aplicados em 40 escolas de uma Rede Municipal de Ensino e entrevistas semiestruturadas com 17 professoras. Os resultados indicam que a prática pedagógica das professoras se constitui por desafios, por determinantes externos e internos e estratégias produzidas a partir dos problemas originados na prática. O processo formativo dessas professoras requer ampliação dos espaços coletivos de trabalho e compreensão da especificidade da alfabetização.EdUECE2021-02-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlapplication/ziphttps://revistas.uece.br/index.php/redufor/article/view/343410.25053/redufor.v6i2.3434Educ. Form.; Vol. 6 No. 2 (2021): Educação & Formação; e3434Educ. Form.; Vol. 6 Núm. 2 (2021): Educação & Formação; e3434Éducation et formation; Vol. 6 No 2 (2021): Educação & Formação; e3434Educ. Form.; v. 6 n. 2 (2021): Educação & Formação; e34342448-3583reponame:Educação & Formação (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporenghttps://revistas.uece.br/index.php/redufor/article/view/3434/3959https://revistas.uece.br/index.php/redufor/article/view/3434/4077https://revistas.uece.br/index.php/redufor/article/view/3434/4124https://revistas.uece.br/index.php/redufor/article/view/3434/4429https://revistas.uece.br/index.php/redufor/article/view/3434/4430Copyright (c) 2021 Simone Regina Manosso Cartaxo, Josemary Scoshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCartaxo, Simone Regina ManossoScos, Josemary2021-06-08T22:12:47Zoai:ojs.revistas.uece.br:article/3434Revistahttps://revistas.uece.br/index.php/reduforPUBhttps://revistas.uece.br/index.php/redufor/oairedufor@gmail.com||lia.fialho@uece.br2448-35832448-3583opendoar:2021-06-08T22:12:47Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
Práctica pedagógica de profesoras principiantes de alfabetización: procesos de producción y contribuciones a la formación
Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
Prática pedagógica de professoras alfabetizadoras iniciantes: processos de produção e contribuições para a formação
title Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
spellingShingle Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
Cartaxo, Simone Regina Manosso
Professor alfabetizador
Formação docente
Desenvolvimento profissional
Formação de professores
Literacy teacher
Teacher Education
Professional development
Teacher training
Profesor de alfabetización
Formación del profesorado
Desarollo profesional
Formación de profesores
Professeur d'alphabétisation. Formation du professeur. Développement professionnel
Formation des enseignants
title_short Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
title_full Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
title_fullStr Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
title_full_unstemmed Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
title_sort Pedagogical practice of beginning literacy teachers: a philosophical feminist approach
author Cartaxo, Simone Regina Manosso
author_facet Cartaxo, Simone Regina Manosso
Scos, Josemary
author_role author
author2 Scos, Josemary
author2_role author
dc.contributor.author.fl_str_mv Cartaxo, Simone Regina Manosso
Scos, Josemary
dc.subject.por.fl_str_mv Professor alfabetizador
Formação docente
Desenvolvimento profissional
Formação de professores
Literacy teacher
Teacher Education
Professional development
Teacher training
Profesor de alfabetización
Formación del profesorado
Desarollo profesional
Formación de profesores
Professeur d'alphabétisation. Formation du professeur. Développement professionnel
Formation des enseignants
topic Professor alfabetizador
Formação docente
Desenvolvimento profissional
Formação de professores
Literacy teacher
Teacher Education
Professional development
Teacher training
Profesor de alfabetización
Formación del profesorado
Desarollo profesional
Formación de profesores
Professeur d'alphabétisation. Formation du professeur. Développement professionnel
Formation des enseignants
description The text analyzes the production process of the pedagogical practice of the beginning literacy teachers in order to contribute to their formative process. The theoretical framework is based on the understanding of theory as an expression of practice (MARTINS, 1996). The research is qualitative and the analysis was based on Bardin (2011). The data were obtained through questionnaires applied in 40 schools in a Municipal Education Network and semi-structured interviews with 17 teachers. The results indicate that the teachers' pedagogical practice is constituted by challenges, by external and internal determinants and strategies produced from the problems originated in practice. The training process of these teachers requires an expansion of collective work spaces and an understanding of the specificity of literacy.
publishDate 2021
dc.date.none.fl_str_mv 2021-02-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/3434
10.25053/redufor.v6i2.3434
url https://revistas.uece.br/index.php/redufor/article/view/3434
identifier_str_mv 10.25053/redufor.v6i2.3434
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/3434/3959
https://revistas.uece.br/index.php/redufor/article/view/3434/4077
https://revistas.uece.br/index.php/redufor/article/view/3434/4124
https://revistas.uece.br/index.php/redufor/article/view/3434/4429
https://revistas.uece.br/index.php/redufor/article/view/3434/4430
dc.rights.driver.fl_str_mv Copyright (c) 2021 Simone Regina Manosso Cartaxo, Josemary Scos
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Simone Regina Manosso Cartaxo, Josemary Scos
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
text/xml
application/zip
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Educ. Form.; Vol. 6 No. 2 (2021): Educação & Formação; e3434
Educ. Form.; Vol. 6 Núm. 2 (2021): Educação & Formação; e3434
Éducation et formation; Vol. 6 No 2 (2021): Educação & Formação; e3434
Educ. Form.; v. 6 n. 2 (2021): Educação & Formação; e3434
2448-3583
reponame:Educação & Formação (Fortaleza)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Educação & Formação (Fortaleza)
collection Educação & Formação (Fortaleza)
repository.name.fl_str_mv Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv redufor@gmail.com||lia.fialho@uece.br
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