Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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/2158 |
Resumo: | Since the 1990s, the influence of international regulatory agencies (World Bank, ECLAC, OECD and UNESCO) on the orientation of educational policies through reports and recommendations, which have leveraged public-private partnership in education systems, is undoubted. The Portuguese Language Olympics Writing the Future (OLPEF) is a continuing teacher education program provided by the Ministry of Education (MEC) and Fundação Itaú. This continuing education program adopts such recommendations, European teaching methodology and concepts from the financial market and which privileges the predominance of a hegemonic curriculum, outside schools, outside the knowledge of teachers and outside the context that should be based on its elaboration. Given the above, the OLPEF becomes a potential target for study on the epistemological and political hegemonic incidence in educational public policies. Thus, the object of this research is the continuing education of mother tongue teachers through governmental instruments and has as its guiding question: what are the conceptions of mother tongue teachers about continuing education through notebooks provided by OLPEF? The objective of this study was to analyze the conceptions of native language teachers on continuing education through the notebooks provided by OLPEF and, as specific objectives, a) understand the nature of the principles that govern the program: hegemonic or counter-hegemonic; b) know the structuring principles, operationalization and purposes of the Portuguese Language Olympics Writing the Future; c) examine whether teachers detect emancipatory perspectives on program principles; d) to verify if the teachers who adhere to the program identify the existence of reproduction of the dominant culture and knowledge. The theoretical framework, which reconciles historical-dialectical materialism with decolonial theories, was built in such a way as to adhere to the object to achieve the objectives described above and serve as a contribution to the core category of this research, the continuing education of teachers. The methodology adopted in this research is the qualitative approach and makes use of the interview as a data collection instrument. The data were collected in the documents that legislate and guide the continuous formation of teachers, in the documents and in the notebook used by the teachers for teaching and learning the opinion article genre and in the speeches that portray the conceptions of the participants of this program. To assist in the analysis and interpretation of data, the discourse analysis technique of Mikhail Bakthin was adopted. |
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Gomes, Manuel TavaresGomes, Manuel TavaresVasconcelos, Maria Lucia Marcondes CarvalhoSantos, José Eduardo de OliveiraHaas, Célia MariaCarvalho, Celso do Prado Ferraz dehttp://lattes.cnpq.br/8517667213389059Legramandi, Aline Belle2020-06-25T19:33:23Z2019-11-22Legramandi, Aline Belle. Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial. 2019. 208 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/2158Since the 1990s, the influence of international regulatory agencies (World Bank, ECLAC, OECD and UNESCO) on the orientation of educational policies through reports and recommendations, which have leveraged public-private partnership in education systems, is undoubted. The Portuguese Language Olympics Writing the Future (OLPEF) is a continuing teacher education program provided by the Ministry of Education (MEC) and Fundação Itaú. This continuing education program adopts such recommendations, European teaching methodology and concepts from the financial market and which privileges the predominance of a hegemonic curriculum, outside schools, outside the knowledge of teachers and outside the context that should be based on its elaboration. Given the above, the OLPEF becomes a potential target for study on the epistemological and political hegemonic incidence in educational public policies. Thus, the object of this research is the continuing education of mother tongue teachers through governmental instruments and has as its guiding question: what are the conceptions of mother tongue teachers about continuing education through notebooks provided by OLPEF? The objective of this study was to analyze the conceptions of native language teachers on continuing education through the notebooks provided by OLPEF and, as specific objectives, a) understand the nature of the principles that govern the program: hegemonic or counter-hegemonic; b) know the structuring principles, operationalization and purposes of the Portuguese Language Olympics Writing the Future; c) examine whether teachers detect emancipatory perspectives on program principles; d) to verify if the teachers who adhere to the program identify the existence of reproduction of the dominant culture and knowledge. The theoretical framework, which reconciles historical-dialectical materialism with decolonial theories, was built in such a way as to adhere to the object to achieve the objectives described above and serve as a contribution to the core category of this research, the continuing education of teachers. The methodology adopted in this research is the qualitative approach and makes use of the interview as a data collection instrument. The data were collected in the documents that legislate and guide the continuous formation of teachers, in the documents and in the notebook used by the teachers for teaching and learning the opinion article genre and in the speeches that portray the conceptions of the participants of this program. To assist in the analysis and interpretation of data, the discourse analysis technique of Mikhail Bakthin was adopted.Desde la década de 1990, la influencia de las agencias reguladoras internacionales (Banco Mundial, CEPAL, OCDE y UNESCO) en la orientación de las políticas educativas a través de informes y recomendaciones, que han impulsado la asociación público-privada en los sistemas educativos, es indudable. Los Juegos Olímpicos de Lengua Portuguesa Escribiendo el Futuro (OLPEF) es un programa de educación continua para maestros proporcionado por el Ministerio de Educación (MEC) y la Fundación Itaú. Este programa de educación continua adopta tales recomendaciones, la metodología de enseñanza europea y los conceptos del mercado financiero y privilegia el predominio de un plan de estudios hegemónico, fuera de las escuelas, fuera del conocimiento de los docentes y fuera del contexto que debe basarse en su elaboración. Dado lo anterior, el OLPEF se convierte en un objetivo potencial para el estudio de la incidencia hegemónica epistemológica y política en las políticas públicas educativas. Por lo tanto, el objeto de esta investigación es la educación continua de los maestros de lengua materna a través de instrumentos gubernamentales y tiene como pregunta guía: ¿cuáles son las concepciones de los maestros de lengua materna sobre la educación continua a través de cuadernos proporcionados por OLPEF? El objetivo de este estudio fue analizar las concepciones de los profesores de lenguas nativas sobre la educación continua a través de los cuadernos proporcionados por OLPEF y, como objetivos específicos, a) comprender la naturaleza de los principios que rigen el programa: hegemónico o contrahegemónico; b) conocer los principios de estructuración, operacionalización y propósitos de los Juegos Olímpicos de Lengua Portuguesa Writing the Future; c) examinar si los maestros detectan perspectivas emancipadoras sobre los principios del programa; d) verificar si los docentes que se adhieren al programa identifican la existencia de reproducción de la cultura y el conocimiento dominante. El marco teórico, que concilia el materialismo histórico-dialéctico con las teorías descoloniales, se construyó de tal manera que se adhiera al objeto para lograr los objetivos descritos anteriormente y sirva como una contribución a la categoría central de esta investigación, la educación continua de los docentes. La metodología adoptada en esta investigación es el enfoque cualitativo y hace uso de la entrevista como instrumento de recolección de datos. Los datos se recopilaron en los documentos que legislan y guían la formación continua de los docentes, en los documentos y en el cuaderno utilizado por los docentes para enseñar y aprender el género del artículo de opinión y en los discursos que retratan las concepciones de los participantes de este programa. Para ayudar en el análisis e interpretación de los datos, se adoptó la técnica de análisis del discurso de Mikhail Bakthin.Desde os anos noventa é indubitável a influência das agências internacionais de regulação (Banco Mundial, CEPAL, OCDE e UNESCO) na orientação das políticas educacionais por meio de relatórios e recomendações e que alavancaram a parceria público-privada nos sistemas de educação. A Olímpiada de Língua Portuguesa Escrevendo o Futuro (OLPEF) é um programa de formação continuada de professores viabilizado pelo Ministério da Educação (MEC) e pela Fundação Itaú. Esse programa de formação continuada que adota tais recomendações, metodologia europeia de ensino e conceitos advindos do mercado financeiro e que privilegiam a predominância de um currículo hegemônico, exterior às escolas, exterior aos conhecimentos dos professores e exterior ao contexto que deveria basear a sua elaboração. Diante do exposto, a OLPEF torna-se potencial alvo de estudo sobre a incidência hegemônica epistemológica e política nas políticas públicas educacionais. Desse modo, o objeto desta pesquisa é a formação continuada de professores da língua materna por meio de instrumentos governamentais e tem como questão norteadora: quais as concepções dos professores de língua materna sobre a formação continuada por meio dos cadernos fornecidos pela OLPEF? Estabeleceu-se como objetivo analisar as concepções dos professores de língua materna sobre a formação continuada por meio dos cadernos fornecidos pela OLPEF e, como objetivos específicos, a) entender qual a natureza dos princípios que presidem ao programa: hegemônicos ou contra-hegemônicos; b) conhecer os princípios estruturantes, operacionalização e finalidades da Olimpíada de Língua Portuguesa Escrevendo o Futuro; c) examinar se os professores detectam perspectivas emancipatórias nos princípios do programa; d) averiguar se os professores que aderem ao programa identificam a existência de reprodução da cultura e do conhecimento dominantes. O referencial teórico, que concilia o materialismo histórico-dialético com as teorias decoloniais, foi construído de maneira a ter aderência ao objeto para atingir os objetivos descritos anteriormente e sirva de aporte para a categoria nuclear desta pesquisa, a formação continuada de professores. A metodologia adotada nesta pesquisa é a abordagem qualitativa e faz uso da entrevista como instrumento de coleta de dados. Os dados foram coletados nos documentos que legislam e orientam a formação continuada de professores, nos documentos e no caderno usado pelos professores para ensino-aprendizagem do gênero artigo de opinião e nos discursos que retratam as concepções dos participantes deste programa. Para auxiliar na análise e interpretação de dados adotou-se a técnica de análise do discurso de Mikhail Bakthin.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2020-06-25T19:33:23Z No. of bitstreams: 1 Aline Belle Legramandi.pdf: 2066592 bytes, checksum: e0e487bd84bc56d6a6ffd5cc1d57d146 (MD5)Made available in DSpace on 2020-06-25T19:33:23Z (GMT). No. of bitstreams: 1 Aline Belle Legramandi.pdf: 2066592 bytes, checksum: e0e487bd84bc56d6a6ffd5cc1d57d146 (MD5) Previous issue date: 2019-11-22application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãoconcepções de professoresepistemologias contra-hegemônicasformação continuada de professorespedagogia decolonialperformatividade docenteteachers' conceptionscounterhegemonic epistemologiescontinuing teacher trainingdecolonial pedagogyteaching performativityconcepciones de los docentesepistemologías contrahegemónicasformación continua del profesoradopedagogía decolonialenseñanza de la performatividadCIENCIAS HUMANAS::EDUCACAOFormação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonialContinuous teacher training of the mother languange in the portuguese language olympic: a decolonial perspectiveinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALAline Belle Legramandi.pdfAline Belle Legramandi.pdfapplication/pdf2066592http://localhost:8080/tede/bitstream/tede/2158/2/Aline+Belle+Legramandi.pdfe0e487bd84bc56d6a6ffd5cc1d57d146MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/2158/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/21582022-06-02 19:11:55.305oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2022-06-02T22:11:55Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial |
dc.title.alternative.eng.fl_str_mv |
Continuous teacher training of the mother languange in the portuguese language olympic: a decolonial perspective |
title |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial |
spellingShingle |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial Legramandi, Aline Belle concepções de professores epistemologias contra-hegemônicas formação continuada de professores pedagogia decolonial performatividade docente teachers' conceptions counterhegemonic epistemologies continuing teacher training decolonial pedagogy teaching performativity concepciones de los docentes epistemologías contrahegemónicas formación continua del profesorado pedagogía decolonial enseñanza de la performatividad CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial |
title_full |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial |
title_fullStr |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial |
title_full_unstemmed |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial |
title_sort |
Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial |
author |
Legramandi, Aline Belle |
author_facet |
Legramandi, Aline Belle |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Gomes, Manuel Tavares |
dc.contributor.referee1.fl_str_mv |
Gomes, Manuel Tavares |
dc.contributor.referee2.fl_str_mv |
Vasconcelos, Maria Lucia Marcondes Carvalho |
dc.contributor.referee3.fl_str_mv |
Santos, José Eduardo de Oliveira |
dc.contributor.referee4.fl_str_mv |
Haas, Célia Maria |
dc.contributor.referee5.fl_str_mv |
Carvalho, Celso do Prado Ferraz de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8517667213389059 |
dc.contributor.author.fl_str_mv |
Legramandi, Aline Belle |
contributor_str_mv |
Gomes, Manuel Tavares Gomes, Manuel Tavares Vasconcelos, Maria Lucia Marcondes Carvalho Santos, José Eduardo de Oliveira Haas, Célia Maria Carvalho, Celso do Prado Ferraz de |
dc.subject.por.fl_str_mv |
concepções de professores epistemologias contra-hegemônicas formação continuada de professores pedagogia decolonial performatividade docente |
topic |
concepções de professores epistemologias contra-hegemônicas formação continuada de professores pedagogia decolonial performatividade docente teachers' conceptions counterhegemonic epistemologies continuing teacher training decolonial pedagogy teaching performativity concepciones de los docentes epistemologías contrahegemónicas formación continua del profesorado pedagogía decolonial enseñanza de la performatividad CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
teachers' conceptions counterhegemonic epistemologies continuing teacher training decolonial pedagogy teaching performativity |
dc.subject.spa.fl_str_mv |
concepciones de los docentes epistemologías contrahegemónicas formación continua del profesorado pedagogía decolonial enseñanza de la performatividad |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Since the 1990s, the influence of international regulatory agencies (World Bank, ECLAC, OECD and UNESCO) on the orientation of educational policies through reports and recommendations, which have leveraged public-private partnership in education systems, is undoubted. The Portuguese Language Olympics Writing the Future (OLPEF) is a continuing teacher education program provided by the Ministry of Education (MEC) and Fundação Itaú. This continuing education program adopts such recommendations, European teaching methodology and concepts from the financial market and which privileges the predominance of a hegemonic curriculum, outside schools, outside the knowledge of teachers and outside the context that should be based on its elaboration. Given the above, the OLPEF becomes a potential target for study on the epistemological and political hegemonic incidence in educational public policies. Thus, the object of this research is the continuing education of mother tongue teachers through governmental instruments and has as its guiding question: what are the conceptions of mother tongue teachers about continuing education through notebooks provided by OLPEF? The objective of this study was to analyze the conceptions of native language teachers on continuing education through the notebooks provided by OLPEF and, as specific objectives, a) understand the nature of the principles that govern the program: hegemonic or counter-hegemonic; b) know the structuring principles, operationalization and purposes of the Portuguese Language Olympics Writing the Future; c) examine whether teachers detect emancipatory perspectives on program principles; d) to verify if the teachers who adhere to the program identify the existence of reproduction of the dominant culture and knowledge. The theoretical framework, which reconciles historical-dialectical materialism with decolonial theories, was built in such a way as to adhere to the object to achieve the objectives described above and serve as a contribution to the core category of this research, the continuing education of teachers. The methodology adopted in this research is the qualitative approach and makes use of the interview as a data collection instrument. The data were collected in the documents that legislate and guide the continuous formation of teachers, in the documents and in the notebook used by the teachers for teaching and learning the opinion article genre and in the speeches that portray the conceptions of the participants of this program. To assist in the analysis and interpretation of data, the discourse analysis technique of Mikhail Bakthin was adopted. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-11-22 |
dc.date.accessioned.fl_str_mv |
2020-06-25T19:33:23Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Legramandi, Aline Belle. Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial. 2019. 208 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
dc.identifier.uri.fl_str_mv |
http://bibliotecatede.uninove.br/handle/tede/2158 |
identifier_str_mv |
Legramandi, Aline Belle. Formação continuada do professor de língua materna na olimpíada de língua portuguesa: uma perspectiva decolonial. 2019. 208 f. Dissertação( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
url |
http://bibliotecatede.uninove.br/handle/tede/2158 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
-240345818910352367 |
dc.relation.confidence.fl_str_mv |
600 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Nove de Julho |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
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 |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da Uninove instname:Universidade Nove de Julho (UNINOVE) instacron:UNINOVE |
instname_str |
Universidade Nove de Julho (UNINOVE) |
instacron_str |
UNINOVE |
institution |
UNINOVE |
reponame_str |
Biblioteca Digital de Teses e Dissertações da Uninove |
collection |
Biblioteca Digital de Teses e Dissertações da Uninove |
bitstream.url.fl_str_mv |
http://localhost:8080/tede/bitstream/tede/2158/2/Aline+Belle+Legramandi.pdf http://localhost:8080/tede/bitstream/tede/2158/1/license.txt |
bitstream.checksum.fl_str_mv |
e0e487bd84bc56d6a6ffd5cc1d57d146 bd3efa91386c1718a7f26a329fdcb468 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE) |
repository.mail.fl_str_mv |
bibliotecatede@uninove.br||bibliotecatede@uninove.br |
_version_ |
1811016878194163712 |