Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente

Detalhes bibliográficos
Autor(a) principal: Cruz, Juliane Barssalos da
Data de Publicação: 2022
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da Uninove
Texto Completo: http://bibliotecatede.uninove.br/handle/tede/3122
Resumo: This study is linked to the Master's Program in Management and Educational Practices at Universidade Nove de Julho (PROGEPE – UNINOVE). The object of study of this research is the PNAIC as a public policy aimed at training literacy teachers. The questions that guided the research were, namely: what changes occurred in the teaching practice of literacy teachers, after having participated in the continuing education of the PNAIC (2013-2016/2017-2018)? Were there advances in the teaching-learning process of students in the current PNAIC period (2013-2016/2017-2018)? Based on the questions, we outline the following general objective: to analyze the PNAIC and its contribution to the training of literacy teachers. Specific objectives are intended to: i) understand the PNAIC program and its formative assumptions; ii) observe the contributions of the PNAIC in relation to the pedagogical practices and in relation to the praxis of the teachers who participated in the program as scholarship holders; iii) discuss PNAIC's interference in the student learning process. The research universe was the ABC Paulista Region, located in the state of São Paulo and composed of the municipalities of Santo André, São Bernardo do Campo, São Caetano do Sul, Diadema, Mauá, Rio Grande da Serra and Ribeirão Pires. The research participants were twenty-nine teachers who taught, at the time of the PNAIC, in the first three years of Elementary School and who participated in the formation of the PNAIC between 2013 and 2017. The methodology used was qualitative and quantitative and, after document analysis, the data collection instruments used were: i) questionnaire with essay and multiple-choice questions and ii) semi-structured interview. The analysis of the results was based on the categorization based on Content Analysis proposed by Bardin (2011). The theoretical foundation of this research guides us scholars of public policies focused on basic education two who stand out: Stephen Ball (2004, 2009, 2011); Jefferson Mainardes (2006, 2018); Pierre Dardot and Cristian Laval (2017). On the influence of two multilateral organizations such as the World Bank and the Organization for Economic Cooperation and Development (OECD), stand out Olgaíses Maués (2003) and Eneida Oto Shiroma; Olinda Evangelista (2007). The theoretical reference for the continuous training of teachers is based on António Nóvoa (1999); Maurice Tardiff (2014); Umberto Pinto de Andrade (2006, 2018). On the aspects that base literacy in PNAIC, Magda Soares (2017) stands out; Roxane Rojo (2013, 2014); Maria do Rosario Longo Mortatti (2013). As results, it is verified that the PNAIC contributed with the training of two literacy teachers by promoting the mobilization of knowledge and transforming some aspects of their educational practices. In the ABC Paulista Region, the training has a participatory nature, in this way the teachers will share their knowledge and experiences, being these moments the most cited in the research. However, some weaknesses are also pointed out, due to the discontinuity of the program and its materials and the superficial treatment of some themes presented in the training and the materials made available by the program.
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spelling Teixeira, Rosiley Aparecidahttp://lattes.cnpq.br/9920259406963954Teixeira, Rosiley Aparecidahttp://lattes.cnpq.br/9920259406963954Gitahy, Raquel Rosan Christinohttp://lattes.cnpq.br/2170926949956746Bioto, Patrícia Aparecidahttp://lattes.cnpq.br/6578081301023507Terçariol, Adriana Aparecida de Limahttp://lattes.cnpq.br/2550466423628629Miranda, Nonato Assis dehttp://lattes.cnpq.br/2287483610025693http://lattes.cnpq.br/6575024774930814Cruz, Juliane Barssalos da2023-02-03T15:34:52Z2022-12-06Cruz, Juliane Barssalos da. Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente. 2022. 162 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/3122This study is linked to the Master's Program in Management and Educational Practices at Universidade Nove de Julho (PROGEPE – UNINOVE). The object of study of this research is the PNAIC as a public policy aimed at training literacy teachers. The questions that guided the research were, namely: what changes occurred in the teaching practice of literacy teachers, after having participated in the continuing education of the PNAIC (2013-2016/2017-2018)? Were there advances in the teaching-learning process of students in the current PNAIC period (2013-2016/2017-2018)? Based on the questions, we outline the following general objective: to analyze the PNAIC and its contribution to the training of literacy teachers. Specific objectives are intended to: i) understand the PNAIC program and its formative assumptions; ii) observe the contributions of the PNAIC in relation to the pedagogical practices and in relation to the praxis of the teachers who participated in the program as scholarship holders; iii) discuss PNAIC's interference in the student learning process. The research universe was the ABC Paulista Region, located in the state of São Paulo and composed of the municipalities of Santo André, São Bernardo do Campo, São Caetano do Sul, Diadema, Mauá, Rio Grande da Serra and Ribeirão Pires. The research participants were twenty-nine teachers who taught, at the time of the PNAIC, in the first three years of Elementary School and who participated in the formation of the PNAIC between 2013 and 2017. The methodology used was qualitative and quantitative and, after document analysis, the data collection instruments used were: i) questionnaire with essay and multiple-choice questions and ii) semi-structured interview. The analysis of the results was based on the categorization based on Content Analysis proposed by Bardin (2011). The theoretical foundation of this research guides us scholars of public policies focused on basic education two who stand out: Stephen Ball (2004, 2009, 2011); Jefferson Mainardes (2006, 2018); Pierre Dardot and Cristian Laval (2017). On the influence of two multilateral organizations such as the World Bank and the Organization for Economic Cooperation and Development (OECD), stand out Olgaíses Maués (2003) and Eneida Oto Shiroma; Olinda Evangelista (2007). The theoretical reference for the continuous training of teachers is based on António Nóvoa (1999); Maurice Tardiff (2014); Umberto Pinto de Andrade (2006, 2018). On the aspects that base literacy in PNAIC, Magda Soares (2017) stands out; Roxane Rojo (2013, 2014); Maria do Rosario Longo Mortatti (2013). As results, it is verified that the PNAIC contributed with the training of two literacy teachers by promoting the mobilization of knowledge and transforming some aspects of their educational practices. In the ABC Paulista Region, the training has a participatory nature, in this way the teachers will share their knowledge and experiences, being these moments the most cited in the research. However, some weaknesses are also pointed out, due to the discontinuity of the program and its materials and the superficial treatment of some themes presented in the training and the materials made available by the program.Este estudio está vinculado al Programa de Maestría en Gestión y Prácticas Educativas de la Universidade Nove de Julho (PROGEPE – UNINOVE) El objeto de estudio de esta investigación es el PNAIC como política pública dirigida a la formación de alfabetizadores. Las preguntas que orientaron la investigación fueron, a saber: ¿qué cambios ocurrieron en la práctica docente de los alfabetizadores, luego de haber participado de la formación continua del PNAIC (2013-2016/2017-2018)? ¿Hubo avances en el proceso de enseñanza-aprendizaje de los estudiantes en el actual período PNAIC (2013-2016/2017-2018)? A partir de las preguntas planteamos el siguiente objetivo general: analizar el PNAIC y su aporte a la formación de alfabetizadores. Los objetivos específicos están destinados a: i) comprender el programa PNAIC y sus supuestos formativos; ii) observar los aportes del PNAIC en relación a las prácticas pedagógicas y en relación a la praxis de los docentes que participaron del programa como becarios; iii) discutir la injerencia del PNAIC en el proceso de aprendizaje de los estudiantes. El universo de la investigación fue la Región Paulista del ABC, ubicada en el estado de São Paulo y compuesta por los municipios de Santo André, São Bernardo do Campo, São Caetano do Sul, Diadema, Mauá, Rio Grande da Serra y Ribeirão Pires. Los participantes de la investigación fueron veintinueve docentes que impartían docencia, en la época del PNAIC, en los primeros tres años de la Enseñanza Básica y que participaron en la formación del PNAIC entre 2013 y 2017. La metodología utilizada fue cualitativa y cuantitativa y, luego análisis documental, los instrumentos de recolección de datos utilizados fueron: i) cuestionario con preguntas de redacción y opción múltiple y ii) entrevista semiestructurada. El análisis de los resultados se basó en la categorización basada en el Análisis de Contenido propuesta por Bardin (2011). La fundamentación teórica de esta investigación nos orienta a los estudiosos de las políticas públicas enfocadas en la educación básica dos entre los que se destacan: Stephen Ball (2004, 2009, 2011); Jefferson Mainardes (2006, 2018); Pierre Dardot y Cristian Laval (2017). Sobre la influencia de dos organismos multilaterales como el Banco Mundial y la Organización para la Cooperación y el Desarrollo Económicos (OCDE), se destacan Olgaíses Maués (2003) y Eneida Oto Shiroma; Olinda Evangelista (2007). El referente teórico para la formación continua de profesores se basa en António Nóvoa (1999); Mauricio Tardiff (2014); Umberto Pinto de Andrade (2006, 2018). Sobre los aspectos que fundamentan la alfabetización en el PNAIC, se destaca Magda Soares (2017); Roxane Rojo (2013, 2014); María do Rosario Longo Mortatti (2013). Como resultados, se verifica que el PNAIC contribuyó con la formación de dos alfabetizadores al promover la movilización de saberes y transformar algunos aspectos de sus prácticas educativas. En la Región Paulista del ABC, la formación tiene un carácter participativo, de esta manera los profesores compartirán sus conocimientos y experiencias, siendo estos momentos los más citadas en la investigación. Sin embargo, también se señalan algunas debilidades, debido a la discontinuidad del programa y sus materiales y el tratamiento superficial de algunos temas presentados en la capacitación y los materiales puestos a disposición por el programa.Este estudo vincula-se ao Programa de Mestrado em Gestão e Práticas Educacionais da Universidade Nove de Julho (PROGEPE – UNINOVE). O objeto de estudo desta pesquisa é o PNAIC enquanto política pública voltada à formação dos professores alfabetizadores. As questões norteadoras da pesquisa foram, a saber: quais mudanças ocorreram na prática docente dos professores alfabetizadores, após terem participado da formação continuada do PNAIC (2013-2016/2017-2018)? Houve avanços, no processo de ensino-aprendizagem, dos estudantes no período vigente do PNAIC (2013-2016/2017-2018)? Delimita-se como objetivo geral analisar o PNAIC e sua contribuição à formação dos professores alfabetizadores. Por objetivos específicos pretendem-se: i) compreender o programa PNAIC e seus pressupostos formativos; ii) observar as contribuições do PNAIC em relação as práticas pedagógicas e em relação às práxis dos professores que participaram do programa como bolsistas; iii) discutir as interferências do PNAIC no processo de aprendizagem discente. O universo de pesquisa foi a Região do ABC Paulista, localizada no estado de São Paulo e composta pelos municípios de Santo André, São Bernardo do Campo, São Caetano do Sul, Diadema, Mauá, Rio Grande da Serra e Ribeirão Pires. Os participantes da pesquisa foram vinte e nove professoras que lecionavam, na época do PNAIC, nos três primeiros anos do Ensino Fundamental e que participaram da formação do PNAIC entre 2013 e 2017. A metodologia utilizada teve caráter qualitativo e quantitativo e, após a análise documental, os instrumentos de coleta de dados utilizados foram: i) questionário com perguntas dissertativas e de múltipla escolha e ii) entrevista semiestruturada. A análise dos resultados teve como base a categorização fundamentada na Análise de Conteúdo proposta por Bardin (2011). A fundamentação teórica pauta-se nos estudiosos de políticas públicas voltadas à educação básica dos quais destacam-se: Stephen Ball (2004, 2009, 2011); Jefferson Mainardes (2006, 2018); Pierre Dardot e Cristian Laval (2017). Sobre a influência dos organismos multilaterais como Banco Mundial e Organização para a Cooperação e Desenvolvimento Econômico (OCDE) destacam-se Olgaíses Maués (2003) e Eneida Oto Shiroma; Olinda Evangelista (2007). O referencial teórico para a formação continuada de professores embasa-se em António Nóvoa (1999); Maurice Tardif (2014); Umberto Pinto de Andrade (2006, 2018). Sob os aspectos que fundamentam a alfabetização no PNAIC, destacam-se Magda Soares (2017); Roxane Rojo (2013, 2014); Maria do Rosário Longo Mortatti (2013). Em relação aos resultados, constata-se que o PNAIC contribuiu com a formação dos professores alfabetizadores por promover a mobilização de saberes e transformar alguns aspectos de sua práxis educativa. Na Região do ABC Paulista, a formação teve caráter participativo, deste modo os professores compartilharam seus saberes e experiências, sendo esses momentos os mais citados na pesquisa. Contudo, algumas fragilidades também foram apontadas, das quais a descontinuidade do programa e de seus materiais e o tratamento superficial de algumas temáticas apresentadas na formação e nos materiais disponibilizados pelo programa.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2023-02-03T15:34:52Z No. of bitstreams: 1 Juliane Barssalos da Cruz.pdf: 1462484 bytes, checksum: 834f2d4022430c05acecfdd6a683519e (MD5)Made available in DSpace on 2023-02-03T15:34:52Z (GMT). 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dc.title.por.fl_str_mv Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
dc.title.alternative.eng.fl_str_mv National Pact for Literacy at the Right Age (PNAIC): continuing education and teaching practice
title Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
spellingShingle Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
Cruz, Juliane Barssalos da
Pacto Nacional de Alfabetização na Idade Certa (PNAIC)
formação continuada
alfabetização
políticas públicas
National Literacy Pact in the Certain Idade (PNAIC)
continuous training
literacy
public politics
Pacto Nacional por la Alfabetización en Cierta Idade (PNAIC)
entrenamiento contínuo
literatura
políticas públicas
CIENCIAS HUMANAS::EDUCACAO
title_short Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
title_full Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
title_fullStr Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
title_full_unstemmed Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
title_sort Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente
author Cruz, Juliane Barssalos da
author_facet Cruz, Juliane Barssalos da
author_role author
dc.contributor.advisor1.fl_str_mv Teixeira, Rosiley Aparecida
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9920259406963954
dc.contributor.referee1.fl_str_mv Teixeira, Rosiley Aparecida
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/9920259406963954
dc.contributor.referee2.fl_str_mv Gitahy, Raquel Rosan Christino
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/2170926949956746
dc.contributor.referee3.fl_str_mv Bioto, Patrícia Aparecida
dc.contributor.referee3Lattes.fl_str_mv http://lattes.cnpq.br/6578081301023507
dc.contributor.referee4.fl_str_mv Terçariol, Adriana Aparecida de Lima
dc.contributor.referee4Lattes.fl_str_mv http://lattes.cnpq.br/2550466423628629
dc.contributor.referee5.fl_str_mv Miranda, Nonato Assis de
dc.contributor.referee5Lattes.fl_str_mv http://lattes.cnpq.br/2287483610025693
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6575024774930814
dc.contributor.author.fl_str_mv Cruz, Juliane Barssalos da
contributor_str_mv Teixeira, Rosiley Aparecida
Teixeira, Rosiley Aparecida
Gitahy, Raquel Rosan Christino
Bioto, Patrícia Aparecida
Terçariol, Adriana Aparecida de Lima
Miranda, Nonato Assis de
dc.subject.por.fl_str_mv Pacto Nacional de Alfabetização na Idade Certa (PNAIC)
formação continuada
alfabetização
políticas públicas
topic Pacto Nacional de Alfabetização na Idade Certa (PNAIC)
formação continuada
alfabetização
políticas públicas
National Literacy Pact in the Certain Idade (PNAIC)
continuous training
literacy
public politics
Pacto Nacional por la Alfabetización en Cierta Idade (PNAIC)
entrenamiento contínuo
literatura
políticas públicas
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv National Literacy Pact in the Certain Idade (PNAIC)
continuous training
literacy
public politics
dc.subject.spa.fl_str_mv Pacto Nacional por la Alfabetización en Cierta Idade (PNAIC)
entrenamiento contínuo
literatura
políticas públicas
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description This study is linked to the Master's Program in Management and Educational Practices at Universidade Nove de Julho (PROGEPE – UNINOVE). The object of study of this research is the PNAIC as a public policy aimed at training literacy teachers. The questions that guided the research were, namely: what changes occurred in the teaching practice of literacy teachers, after having participated in the continuing education of the PNAIC (2013-2016/2017-2018)? Were there advances in the teaching-learning process of students in the current PNAIC period (2013-2016/2017-2018)? Based on the questions, we outline the following general objective: to analyze the PNAIC and its contribution to the training of literacy teachers. Specific objectives are intended to: i) understand the PNAIC program and its formative assumptions; ii) observe the contributions of the PNAIC in relation to the pedagogical practices and in relation to the praxis of the teachers who participated in the program as scholarship holders; iii) discuss PNAIC's interference in the student learning process. The research universe was the ABC Paulista Region, located in the state of São Paulo and composed of the municipalities of Santo André, São Bernardo do Campo, São Caetano do Sul, Diadema, Mauá, Rio Grande da Serra and Ribeirão Pires. The research participants were twenty-nine teachers who taught, at the time of the PNAIC, in the first three years of Elementary School and who participated in the formation of the PNAIC between 2013 and 2017. The methodology used was qualitative and quantitative and, after document analysis, the data collection instruments used were: i) questionnaire with essay and multiple-choice questions and ii) semi-structured interview. The analysis of the results was based on the categorization based on Content Analysis proposed by Bardin (2011). The theoretical foundation of this research guides us scholars of public policies focused on basic education two who stand out: Stephen Ball (2004, 2009, 2011); Jefferson Mainardes (2006, 2018); Pierre Dardot and Cristian Laval (2017). On the influence of two multilateral organizations such as the World Bank and the Organization for Economic Cooperation and Development (OECD), stand out Olgaíses Maués (2003) and Eneida Oto Shiroma; Olinda Evangelista (2007). The theoretical reference for the continuous training of teachers is based on António Nóvoa (1999); Maurice Tardiff (2014); Umberto Pinto de Andrade (2006, 2018). On the aspects that base literacy in PNAIC, Magda Soares (2017) stands out; Roxane Rojo (2013, 2014); Maria do Rosario Longo Mortatti (2013). As results, it is verified that the PNAIC contributed with the training of two literacy teachers by promoting the mobilization of knowledge and transforming some aspects of their educational practices. In the ABC Paulista Region, the training has a participatory nature, in this way the teachers will share their knowledge and experiences, being these moments the most cited in the research. However, some weaknesses are also pointed out, due to the discontinuity of the program and its materials and the superficial treatment of some themes presented in the training and the materials made available by the program.
publishDate 2022
dc.date.issued.fl_str_mv 2022-12-06
dc.date.accessioned.fl_str_mv 2023-02-03T15:34:52Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
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dc.identifier.citation.fl_str_mv Cruz, Juliane Barssalos da. Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente. 2022. 162 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
dc.identifier.uri.fl_str_mv http://bibliotecatede.uninove.br/handle/tede/3122
identifier_str_mv Cruz, Juliane Barssalos da. Pacto Nacional pela Alfabetização na Idade Certa (PNAIC): formação continuada e práxis docente. 2022. 162 f. Dissertação( Programa de Mestrado em Gestão e Práticas Educacionais) - Universidade Nove de Julho, São Paulo.
url http://bibliotecatede.uninove.br/handle/tede/3122
dc.language.iso.fl_str_mv por
language por
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dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Nove de Julho
dc.publisher.program.fl_str_mv Programa de Mestrado em Gestão e Práticas Educacionais
dc.publisher.initials.fl_str_mv UNINOVE
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Educação
publisher.none.fl_str_mv Universidade Nove de Julho
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