As influências do PNAIC na dinâmica do processo de alfabetização
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional do Centro Universitário La Salle |
Texto Completo: | http://hdl.handle.net/11690/915 |
Resumo: | The purpose of this study is to reflect on the effects of PNAIC – National Program for literacy in the Appropriate Age – on teachers’ personal and professional growth, and it is focused on teachers’ educational practice. It is part of a Post-graduation in Education Program from UniLaSalle University, and refers to an investigation on first grade elementary school teacher’s pedagogical literacy process dynamics. This analysis is grounded on a qualitative method of research.Teachers’ feedback on their participation while taking part in PNAIC, as part of the municipal educational system from the city of Porto Alegre, were analysed. PNAIC regards to a teachers’ development program designed for their personal and professional growth while involved in the literacy program. In order to enable first grade teachers to provide a higher level of teaching to their 6-year-old pupils it was necessary to reflect on their interviews and observe their lessons. Through the analyses of teachers’ feedback it was possible to design new routes and possibilities to guide these teachers throughout their process of leading their 6-year-old students in their reading-writing and literacy process. Our attempt was to point out possible changes occurred throughout the educational process towards a qualified education as an outcome of the teachers’ educational program provided by PNAIC. Teachers’ feedback showed their commitment to raise the level of their teaching practices in their 6-year- old groups.During the analysis it was possible to identify important data full of pedagogical input and a universe of pedagogical practices in conformity with the teacher educational program. We have seen a wide repertoire of successful pedagogical practices. |
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Munhoz Santiago, Luciane TeresinhaSilva, Gilberto Ferreira da2018-08-15T18:33:14Z2018-08-15T18:33:14Z2015http://hdl.handle.net/11690/915The purpose of this study is to reflect on the effects of PNAIC – National Program for literacy in the Appropriate Age – on teachers’ personal and professional growth, and it is focused on teachers’ educational practice. It is part of a Post-graduation in Education Program from UniLaSalle University, and refers to an investigation on first grade elementary school teacher’s pedagogical literacy process dynamics. This analysis is grounded on a qualitative method of research.Teachers’ feedback on their participation while taking part in PNAIC, as part of the municipal educational system from the city of Porto Alegre, were analysed. PNAIC regards to a teachers’ development program designed for their personal and professional growth while involved in the literacy program. In order to enable first grade teachers to provide a higher level of teaching to their 6-year-old pupils it was necessary to reflect on their interviews and observe their lessons. Through the analyses of teachers’ feedback it was possible to design new routes and possibilities to guide these teachers throughout their process of leading their 6-year-old students in their reading-writing and literacy process. Our attempt was to point out possible changes occurred throughout the educational process towards a qualified education as an outcome of the teachers’ educational program provided by PNAIC. Teachers’ feedback showed their commitment to raise the level of their teaching practices in their 6-year- old groups.During the analysis it was possible to identify important data full of pedagogical input and a universe of pedagogical practices in conformity with the teacher educational program. We have seen a wide repertoire of successful pedagogical practices.O presente estudo foi desenvolvido na linha de pesquisa “Formação de Professores, Teorias e Práticas Educativas” vinculado ao Programa de Pós-Graduação em Educação do Unilasalle. O foco principal da pesquisa é evidenciar ar as implicações das atividades de formação docente oportunizadas pelo Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), na dinâmica do processo de alfabetização, a partir das práticas pedagógicas de duas alfabetizadoras das turmas do 1º ano do Ensino Fundamental. Este trabalho busca evidenciar as reflexões teóricas decorrentes da formação docente dessas professoras, da Rede Municipal de Ensino (RME) de Porto Alegre, participantes do PNAIC. Consideramos o PNAIC enquanto um programa de formação docente voltado ao crescimento pessoal e profissional das alfabetizadoras. O percurso metodológico da presente pesquisa baseia-se em um modelo de investigação qualitativa. Para conhecer o fazer pedagógico das professoras das turmas de 1º ano foram utilizados instrumentos de análise específicos, bem como os registros coletados por meio de entrevistas e observações das aulas. Buscou-se assim, com esta investigação científica, auxiliar o trabalho das alfabetizadoras no I ciclo de aprendizagem do Ensino Fundamental na acolhida e inclusão destas crianças de seis anos, na fase inicial do processo de alfabetização e letramento. Procuramos evidenciar possíveis mudanças ocorridas no fazer educativo em direção a uma educação de qualidade resultantes da formação oportunizada pelo PNAIC. As falas dos sujeitos da pesquisa têm envolvimento real nas práticas, visando uma educação de qualidade para as turmas de crianças de seis anos de idade. Durante a análise foram contempladas falas ricas em teor pedagógico e um universo de práticas pedagógicas condizentes com a formação docente em questão. No caso, vemos um repertório imenso de práticas que deram certo.Submitted by Leila Silva (leila.silva@unilasalle.edu.br) on 2018-08-15T18:33:14Z No. of bitstreams: 1 ltmsantiago.pdf: 2634340 bytes, checksum: f69e8b97da035b605766e984b5afdef2 (MD5)Made available in DSpace on 2018-08-15T18:33:14Z (GMT). No. of bitstreams: 1 ltmsantiago.pdf: 2634340 bytes, checksum: f69e8b97da035b605766e984b5afdef2 (MD5) Previous issue date: 2015Centro Universitário La SallePrograma de Pós-Graduação em Educação (PPGEdu)BREducaçãoPNAICAlfabetizaçãoLetramentoFormação de professoresEducação básicaAs influências do PNAIC na dinâmica do processo de alfabetizaçãoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCanoas/RSinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional do Centro Universitário La Salleinstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEORIGINALltmunhozsantiago.pdfltmunhozsantiago.pdfapplication/pdf2634340http://svr-net20.unilasalle.edu.br:8080/jspui/bitstream/11690/915/1/ltmunhozsantiago.pdff69e8b97da035b605766e984b5afdef2MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82034http://svr-net20.unilasalle.edu.br:8080/jspui/bitstream/11690/915/2/license.txtd3c0a82d640554d62a217b1f491b8af9MD5211690/9152019-06-25 18:09:10.433oai:svr-net20.unilasalle.edu.br: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ório Institucionalopendoar:2019-06-25T21:09:10Repositório Institucional do Centro Universitário La Salle - Universidade La Salle (UNILASALLE)false |
dc.title.pt_BR.fl_str_mv |
As influências do PNAIC na dinâmica do processo de alfabetização |
title |
As influências do PNAIC na dinâmica do processo de alfabetização |
spellingShingle |
As influências do PNAIC na dinâmica do processo de alfabetização Munhoz Santiago, Luciane Teresinha Educação PNAIC Alfabetização Letramento Formação de professores Educação básica |
title_short |
As influências do PNAIC na dinâmica do processo de alfabetização |
title_full |
As influências do PNAIC na dinâmica do processo de alfabetização |
title_fullStr |
As influências do PNAIC na dinâmica do processo de alfabetização |
title_full_unstemmed |
As influências do PNAIC na dinâmica do processo de alfabetização |
title_sort |
As influências do PNAIC na dinâmica do processo de alfabetização |
author |
Munhoz Santiago, Luciane Teresinha |
author_facet |
Munhoz Santiago, Luciane Teresinha |
author_role |
author |
dc.contributor.author.fl_str_mv |
Munhoz Santiago, Luciane Teresinha |
dc.contributor.advisor1.fl_str_mv |
Silva, Gilberto Ferreira da |
contributor_str_mv |
Silva, Gilberto Ferreira da |
dc.subject.por.fl_str_mv |
Educação PNAIC Alfabetização Letramento Formação de professores Educação básica |
topic |
Educação PNAIC Alfabetização Letramento Formação de professores Educação básica |
description |
The purpose of this study is to reflect on the effects of PNAIC – National Program for literacy in the Appropriate Age – on teachers’ personal and professional growth, and it is focused on teachers’ educational practice. It is part of a Post-graduation in Education Program from UniLaSalle University, and refers to an investigation on first grade elementary school teacher’s pedagogical literacy process dynamics. This analysis is grounded on a qualitative method of research.Teachers’ feedback on their participation while taking part in PNAIC, as part of the municipal educational system from the city of Porto Alegre, were analysed. PNAIC regards to a teachers’ development program designed for their personal and professional growth while involved in the literacy program. In order to enable first grade teachers to provide a higher level of teaching to their 6-year-old pupils it was necessary to reflect on their interviews and observe their lessons. Through the analyses of teachers’ feedback it was possible to design new routes and possibilities to guide these teachers throughout their process of leading their 6-year-old students in their reading-writing and literacy process. Our attempt was to point out possible changes occurred throughout the educational process towards a qualified education as an outcome of the teachers’ educational program provided by PNAIC. Teachers’ feedback showed their commitment to raise the level of their teaching practices in their 6-year- old groups.During the analysis it was possible to identify important data full of pedagogical input and a universe of pedagogical practices in conformity with the teacher educational program. We have seen a wide repertoire of successful pedagogical practices. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015 |
dc.date.accessioned.fl_str_mv |
2018-08-15T18:33:14Z |
dc.date.available.fl_str_mv |
2018-08-15T18:33:14Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/11690/915 |
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http://hdl.handle.net/11690/915 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Centro Universitário La Salle |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação (PPGEdu) |
dc.publisher.country.fl_str_mv |
BR |
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Centro Universitário La Salle |
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