O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/21911 |
Resumo: | The illiteracy issue among people who were exposed to teaching offered to school, but who have not benefited from it is little explored in academic research, although its relevance is unquestionable. Aiming to improve the discussion about this subject this work takes as the object of investigation the role of the pedagogical coordinator concerning the issue of illiteracy among schooled adolescents, trying to comprehend how this organizes, guides and implements the continuous training of teachers who teach from 6th grade to 9th grade. To obtain the data, this study, from qualitative basis, used as a methodological technique the focus group with participation of five General Pedagogical Coordinators (GCP) of the São Paulo state education network (SEESP) of schools of the Integral Education Program (PEI) of the south-central region of the city of São Paulo. The analysis and discussion of the data, made in the light of theoretical contributions on initial reading instructions, literacy and pedagogical coordination, indicated that they lack specific training on literacy to ensure the jointly planning actions against functional illiteracy described at schools they work. Speech of this professionals, shows the annoyance generated by the findings of your limitations against this sorrowful scenario and desires to obtain more theoretical and methodological knowledge to confront the problem. Although they indicate real possibilities of work inside the school with alternative places to encourage writing and reading of students, the proposition of formative actions in this sense, with integration and participation of teachers of all disciplines reveal themselves fragile. However, the reflexive process required by this research allowed to glimpse an initial formative plan in literacy to the pedagogical coordinator of Ending Years from elementary school |
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Davis, Claudia Leme FerreiraOliveira, Aline Gianoni de2019-02-05T11:53:26Z2018-11-26Oliveira, Aline Gianoni de. O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados. 2018. 111 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21911The illiteracy issue among people who were exposed to teaching offered to school, but who have not benefited from it is little explored in academic research, although its relevance is unquestionable. Aiming to improve the discussion about this subject this work takes as the object of investigation the role of the pedagogical coordinator concerning the issue of illiteracy among schooled adolescents, trying to comprehend how this organizes, guides and implements the continuous training of teachers who teach from 6th grade to 9th grade. To obtain the data, this study, from qualitative basis, used as a methodological technique the focus group with participation of five General Pedagogical Coordinators (GCP) of the São Paulo state education network (SEESP) of schools of the Integral Education Program (PEI) of the south-central region of the city of São Paulo. The analysis and discussion of the data, made in the light of theoretical contributions on initial reading instructions, literacy and pedagogical coordination, indicated that they lack specific training on literacy to ensure the jointly planning actions against functional illiteracy described at schools they work. Speech of this professionals, shows the annoyance generated by the findings of your limitations against this sorrowful scenario and desires to obtain more theoretical and methodological knowledge to confront the problem. Although they indicate real possibilities of work inside the school with alternative places to encourage writing and reading of students, the proposition of formative actions in this sense, with integration and participation of teachers of all disciplines reveal themselves fragile. However, the reflexive process required by this research allowed to glimpse an initial formative plan in literacy to the pedagogical coordinator of Ending Years from elementary schoolA problemática do analfabetismo entre pessoas que foram expostas ao ensino oferecido pela escola, mas que dele não se beneficiaram é pouco explorada em pesquisas acadêmicas, embora sua relevância seja inquestionável. Visando enriquecer a discussão sobre o assunto este trabalho toma como objeto de investigação o papel do Coordenador Pedagógico diante do analfabetismo entre adolescentes escolarizados, buscando compreender como este organiza, orienta e implementa a formação continuada dos docentes que lecionam do 6º ao 9ºanos do Ensino Fundamental II. Para a obtenção dos dados este estudo de base qualitativa, utilizou como técnica metodológica o grupo focal com a participação de cinco Coordenadores Pedagógicos Gerais (PCG) de escolas do Programa Ensino Integral (PEI), pertencentes à rede estadual de ensino de São Paulo (SEESP) atuando com o Ensino Fundamental II (6ºao 9ºanos) na cidade de São Paulo. A análise e a discussão dos dados, feita à luz de contribuições teóricas sobre alfabetização, letramento e coordenação pedagógica indicou que estes carecem de formação específica sobre alfabetização para garantir o planejamento conjunto de ações diante do analfabetismo funcional descrito nas escolas em que trabalham. No discurso destes profissionais, mostra-se o incômodo gerado pela constatação de suas limitações diante deste triste cenário e. o desejo de obter mais conhecimentos teóricos e metodológicos para o enfrentamento do problema. Embora tenham indicado possibilidades reais de trabalho na escola através da criação de espaços alternativos para incentivar a leitura e a escrita dos alunos, a proposição de ações formativas neste sentido, com a integração e participação dos professores de todas as disciplinas revelaram-se frágeis. Todavia, o processo reflexivo exigido por esta pesquisa permitiu vislumbrar um plano de formação inicial em alfabetização para os Coordenadores Pedagógicos dos Anos Finais do Ensino Fundamentalapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/48173/Aline%20Gianoni%20de%20Oliveira.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: Formação de FormadoresPUC-SPBrasilFaculdade de EducaçãoAnalfabetismoCoordenadores educacionaisAdolescentes - EducaçãoAlfabetizaçãoIlliteracyEducational coordinatorsAdolescents - EducationLiteracyCNPQ::CIENCIAS HUMANAS::EDUCACAOO coordenador pedagógico e o analfabetismo entre adolescentes escolarizadosThe pedagogical coordinator and of the illiteracy among schooled adolescentsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTAline Gianoni de Oliveira.pdf.txtAline Gianoni de Oliveira.pdf.txtExtracted texttext/plain205475https://repositorio.pucsp.br/xmlui/bitstream/handle/21911/4/Aline%20Gianoni%20de%20Oliveira.pdf.txt9f792b60d8f97453dba578750d8af452MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados |
dc.title.alternative.eng.fl_str_mv |
The pedagogical coordinator and of the illiteracy among schooled adolescents |
title |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados |
spellingShingle |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados Oliveira, Aline Gianoni de Analfabetismo Coordenadores educacionais Adolescentes - Educação Alfabetização Illiteracy Educational coordinators Adolescents - Education Literacy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados |
title_full |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados |
title_fullStr |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados |
title_full_unstemmed |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados |
title_sort |
O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados |
author |
Oliveira, Aline Gianoni de |
author_facet |
Oliveira, Aline Gianoni de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Davis, Claudia Leme Ferreira |
dc.contributor.author.fl_str_mv |
Oliveira, Aline Gianoni de |
contributor_str_mv |
Davis, Claudia Leme Ferreira |
dc.subject.por.fl_str_mv |
Analfabetismo Coordenadores educacionais Adolescentes - Educação Alfabetização |
topic |
Analfabetismo Coordenadores educacionais Adolescentes - Educação Alfabetização Illiteracy Educational coordinators Adolescents - Education Literacy CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Illiteracy Educational coordinators Adolescents - Education Literacy |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The illiteracy issue among people who were exposed to teaching offered to school, but who have not benefited from it is little explored in academic research, although its relevance is unquestionable. Aiming to improve the discussion about this subject this work takes as the object of investigation the role of the pedagogical coordinator concerning the issue of illiteracy among schooled adolescents, trying to comprehend how this organizes, guides and implements the continuous training of teachers who teach from 6th grade to 9th grade. To obtain the data, this study, from qualitative basis, used as a methodological technique the focus group with participation of five General Pedagogical Coordinators (GCP) of the São Paulo state education network (SEESP) of schools of the Integral Education Program (PEI) of the south-central region of the city of São Paulo. The analysis and discussion of the data, made in the light of theoretical contributions on initial reading instructions, literacy and pedagogical coordination, indicated that they lack specific training on literacy to ensure the jointly planning actions against functional illiteracy described at schools they work. Speech of this professionals, shows the annoyance generated by the findings of your limitations against this sorrowful scenario and desires to obtain more theoretical and methodological knowledge to confront the problem. Although they indicate real possibilities of work inside the school with alternative places to encourage writing and reading of students, the proposition of formative actions in this sense, with integration and participation of teachers of all disciplines reveal themselves fragile. However, the reflexive process required by this research allowed to glimpse an initial formative plan in literacy to the pedagogical coordinator of Ending Years from elementary school |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-11-26 |
dc.date.accessioned.fl_str_mv |
2019-02-05T11:53:26Z |
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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publishedVersion |
dc.identifier.citation.fl_str_mv |
Oliveira, Aline Gianoni de. O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados. 2018. 111 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21911 |
identifier_str_mv |
Oliveira, Aline Gianoni de. O coordenador pedagógico e o analfabetismo entre adolescentes escolarizados. 2018. 111 f. Dissertação (Mestrado em Educação: Formação de Formadores) - Programa de Estudos Pós-Graduados em Educação: Formação de Formadores, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018. |
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https://tede2.pucsp.br/handle/handle/21911 |
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por |
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por |
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Pontifícia Universidade Católica de São Paulo |
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Programa de Estudos Pós-Graduados em Educação: Formação de Formadores |
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PUC-SP |
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Brasil |
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Faculdade de Educação |
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Pontifícia Universidade Católica de São Paulo |
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