O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais

Detalhes bibliográficos
Autor(a) principal: Veronez, Marisângela Nandi
Data de Publicação: 2020
Tipo de documento: Dissertação
Título da fonte: Repositório Universitário da Ânima (RUNA)
Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/15230
Resumo: This research focuses on the effectiveness of the literacy cycle in the daily reality of public schools. It is based on the understanding that from the pedagogical point of view, this educational organization presents the possibility of disposition of school time and space, of respecting the rhythms and learning processes of children, of the elimination of the repetition culture established in the school and of preserving students self-esteem, that its effectiveness in the daily practice of schools requires objective conditions for its materialization, besides the existing legal determinants. So, the objective was to learn how the literacy cycle has been carried out in the daily practice of state public schools in the municipality Braço do Norte/SC. To achieve this objective, it was necessary to: verify the objective conditions for the materialization of the cycle at school; observe the conditions in which the literacy cycle is being carried out; and to identify the external and internal determinants of the school, necessary to make feasible the children's literacy from the perspective of the cycle. This research was guided by the perspective of historical-dialectical materialism, with the purpose of unveiling and knowing the unknown in the search for the transformation of reality. It is characterized by the movement of thought through the historical materiality of the life of men in society, in other words, it is about unraveling, through the movement of thought, the essential laws that determine the organizational form of men during human history, starting from the articulation between the singularity, the particularity and the universality, whose relations are fundamental to understand the reality, because the appearance, manifestation or phenomenon, is only one aspect of this reality. To research the literacy cycle in this perspective and seek is to understand it in this “movement” in front of external and internal determinants of the school. The data were obtained through documentary analysis and semi-structured interviews with literacy teachers and school managers who work directly with the literacy cycle in state schools in the municipality of the research field. The analysis carried out show that schools are aware of the laws and regulations about the cycle and even evidence of attempts to implantation. Schools are willing to organize pedagogical practice considering the cycle, but this is not the guiding guideline for the work developed in the institutions. The school reality and everyday circumstances make it difficult for the materialization of this policy. There is no availability of time and space for teachers to study, plan and discuss this form of work in practice in a collective and integrated way with guidance and pedagogical attendance. The only moments to share experiences and situations experienced in the classroom, are recess and Class Councils held every quarter, in order to make pedagogical practice feasible from the perspective of the cycle. Keywords: Literacy cycle. Literacy process. School context.
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spelling O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduaisCiclo alfabetizadorProcesso de alfabetizaçãoContexto escolarThis research focuses on the effectiveness of the literacy cycle in the daily reality of public schools. It is based on the understanding that from the pedagogical point of view, this educational organization presents the possibility of disposition of school time and space, of respecting the rhythms and learning processes of children, of the elimination of the repetition culture established in the school and of preserving students self-esteem, that its effectiveness in the daily practice of schools requires objective conditions for its materialization, besides the existing legal determinants. So, the objective was to learn how the literacy cycle has been carried out in the daily practice of state public schools in the municipality Braço do Norte/SC. To achieve this objective, it was necessary to: verify the objective conditions for the materialization of the cycle at school; observe the conditions in which the literacy cycle is being carried out; and to identify the external and internal determinants of the school, necessary to make feasible the children's literacy from the perspective of the cycle. This research was guided by the perspective of historical-dialectical materialism, with the purpose of unveiling and knowing the unknown in the search for the transformation of reality. It is characterized by the movement of thought through the historical materiality of the life of men in society, in other words, it is about unraveling, through the movement of thought, the essential laws that determine the organizational form of men during human history, starting from the articulation between the singularity, the particularity and the universality, whose relations are fundamental to understand the reality, because the appearance, manifestation or phenomenon, is only one aspect of this reality. To research the literacy cycle in this perspective and seek is to understand it in this “movement” in front of external and internal determinants of the school. The data were obtained through documentary analysis and semi-structured interviews with literacy teachers and school managers who work directly with the literacy cycle in state schools in the municipality of the research field. The analysis carried out show that schools are aware of the laws and regulations about the cycle and even evidence of attempts to implantation. Schools are willing to organize pedagogical practice considering the cycle, but this is not the guiding guideline for the work developed in the institutions. The school reality and everyday circumstances make it difficult for the materialization of this policy. There is no availability of time and space for teachers to study, plan and discuss this form of work in practice in a collective and integrated way with guidance and pedagogical attendance. The only moments to share experiences and situations experienced in the classroom, are recess and Class Councils held every quarter, in order to make pedagogical practice feasible from the perspective of the cycle. Keywords: Literacy cycle. Literacy process. School context.A presente pesquisa tem como foco a análise da efetivação do ciclo alfabetizador na realidade cotidiana de escolas públicas. Parte do entendimento que, do ponto de vista pedagógico, esta organização de ensino apresenta a possibilidade de disposição do tempo e espaço escolares, do respeito aos ritmos e dos processos de aprendizagens das crianças, da eliminação da cultura da repetência estabelecida na escola e da preservação da autoestima dos alunos, que sua efetivação na prática cotidiana das escolas exige, além dos determinantes legais existentes, condições objetivas para sua materialização. Assim, o objetivo foi conhecer como o ciclo de alfabetização vem sendo efetivado na prática cotidiana das escolas públicas estaduais do município de Braço do Norte/SC. Para responder a esse objetivo, foi necessário: verificar as condições objetivas para a materialização do ciclo na escola; observar as condições em que o ciclo de alfabetização está sendo realizado; e identificar os determinantes externos e internos à escola, necessários para viabilizar a alfabetização das crianças na perspectiva do ciclo. A pesquisa foi orientada pela perspectiva do materialismo histórico-dialético, a qual tem como propósito desvendar, conhecer o desconhecido na busca da transformação da realidade. Caracteriza-se pelo movimento do pensamento que se alicerça na materialidade histórica da vida dos homens em sociedade, isto é, trata-se de desvendar (pelo movimento do pensamento) as leis essenciais que determinam a forma organizativa dos homens durante a história da humanidade, a partir da articulação entre a singularidade, a particularidade e a universalidade, cujas relações são fundamentais para compreensão da realidade, pois a aparência, manifestação ou fenômeno, é apenas um aspecto dessa realidade. Pesquisar o ciclo de alfabetização nessa perspectiva é buscar compreendê-lo nesse “movimento” frente aos determinantes externos e internos à escola. Os dados foram obtidos por meio através da análise documental e da entrevista semiestruturada com professoras alfabetizadoras e gestoras escolares que atuam diretamente com o ciclo alfabetizador nas escolas estaduais do município campo da pesquisa. As análises realizadas apontam que as escolas têm conhecimento das leis e regulamentos sobre o ciclo e até evidências de tentativas de sua implantação. Há intencionalidade das escolas em organizar a prática pedagógica considerando o ciclo, porém este não é a diretriz norteadora dos trabalhos desenvolvidos nas instituições. As condições objetivas para materializar, no dia a dia escolar, um trabalho a partir desta perspectiva não possibilitam sua implantação. Há ausência de disponibilização de tempos e espaços aos professores para estudar, planejar e discutir esta forma de trabalho na prática, de maneira coletiva e integrada com orientação e acompanhamento pedagógico. Os únicos momentos para socializar experiências, dividir situações vivenciadas no decorrer do dia a dia em sala, são o recreio e os Conselhos de Classe realizados trimestralmente, de modo a viabilizar a prática pedagógica na perspectiva do ciclo.Schmidt, Leonete LuziaVeronez, Marisângela Nandi2020-12-18T17:16:56Z2021-08-04T15:56:12Z2020-12-18T17:16:56Z2021-08-04T15:56:12Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis125application/pdfhttps://repositorio.animaeducacao.com.br/handle/ANIMA/15230sem idiomaPrograma de Pós-Graduação em EducaçãoTubarãoAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Repositório Universitário da Ânima (RUNA)instname:Ânima Educaçãoinstacron:Ânima2021-11-25T20:57:51Zoai:repositorio.animaeducacao.com.br:ANIMA/15230Repositório InstitucionalPRIhttps://repositorio.animaeducacao.com.br/oai/requestcontato@animaeducacao.com.bropendoar:2021-11-25T20:57:51Repositório Universitário da Ânima (RUNA) - Ânima Educaçãofalse
dc.title.none.fl_str_mv O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
title O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
spellingShingle O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
Veronez, Marisângela Nandi
Ciclo alfabetizador
Processo de alfabetização
Contexto escolar
title_short O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
title_full O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
title_fullStr O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
title_full_unstemmed O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
title_sort O processo de alfabetização no ciclo alfabetizador: reflexões sobre a realidade cotidiana em escolas públicas estaduais
author Veronez, Marisângela Nandi
author_facet Veronez, Marisângela Nandi
author_role author
dc.contributor.none.fl_str_mv Schmidt, Leonete Luzia
dc.contributor.author.fl_str_mv Veronez, Marisângela Nandi
dc.subject.por.fl_str_mv Ciclo alfabetizador
Processo de alfabetização
Contexto escolar
topic Ciclo alfabetizador
Processo de alfabetização
Contexto escolar
description This research focuses on the effectiveness of the literacy cycle in the daily reality of public schools. It is based on the understanding that from the pedagogical point of view, this educational organization presents the possibility of disposition of school time and space, of respecting the rhythms and learning processes of children, of the elimination of the repetition culture established in the school and of preserving students self-esteem, that its effectiveness in the daily practice of schools requires objective conditions for its materialization, besides the existing legal determinants. So, the objective was to learn how the literacy cycle has been carried out in the daily practice of state public schools in the municipality Braço do Norte/SC. To achieve this objective, it was necessary to: verify the objective conditions for the materialization of the cycle at school; observe the conditions in which the literacy cycle is being carried out; and to identify the external and internal determinants of the school, necessary to make feasible the children's literacy from the perspective of the cycle. This research was guided by the perspective of historical-dialectical materialism, with the purpose of unveiling and knowing the unknown in the search for the transformation of reality. It is characterized by the movement of thought through the historical materiality of the life of men in society, in other words, it is about unraveling, through the movement of thought, the essential laws that determine the organizational form of men during human history, starting from the articulation between the singularity, the particularity and the universality, whose relations are fundamental to understand the reality, because the appearance, manifestation or phenomenon, is only one aspect of this reality. To research the literacy cycle in this perspective and seek is to understand it in this “movement” in front of external and internal determinants of the school. The data were obtained through documentary analysis and semi-structured interviews with literacy teachers and school managers who work directly with the literacy cycle in state schools in the municipality of the research field. The analysis carried out show that schools are aware of the laws and regulations about the cycle and even evidence of attempts to implantation. Schools are willing to organize pedagogical practice considering the cycle, but this is not the guiding guideline for the work developed in the institutions. The school reality and everyday circumstances make it difficult for the materialization of this policy. There is no availability of time and space for teachers to study, plan and discuss this form of work in practice in a collective and integrated way with guidance and pedagogical attendance. The only moments to share experiences and situations experienced in the classroom, are recess and Class Councils held every quarter, in order to make pedagogical practice feasible from the perspective of the cycle. Keywords: Literacy cycle. Literacy process. School context.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-18T17:16:56Z
2020-12-18T17:16:56Z
2020
2021-08-04T15:56:12Z
2021-08-04T15:56:12Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
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dc.language.iso.fl_str_mv sem idioma
language_invalid_str_mv sem idioma
dc.relation.none.fl_str_mv Programa de Pós-Graduação em Educação
dc.rights.driver.fl_str_mv Attribution-NonCommercial-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nc-nd/3.0/br/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nc-nd/3.0/br/
eu_rights_str_mv openAccess
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