Autoria ou reprodução? : o cotidiano pedagógico de professores coordenadores no contexto do ""Programa Ler e Escrever"" - SEE/SP

• Autor(a) principal: Tavares, Luana Serra Elias
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNISANTOS
• Texto Completo: https://tede.unisantos.br/handle/tede/1461
• topic: políticas educacionais; formação continuada; professor coordenador; professores alfabetizadores; programa ler e escrever; educational policies; progressive formation; coordinating teachers; literacy teachers; reading and writing program; CIENCIAS HUMANAS::EDUCACAO

The present study intend for investigating if the coordinating teacher practice their professional authorship when they act as a literacy teacher trainer, from a perspective of the ""Reading and Writing Program"" (SEE-SP). It aims to do research, in the coordinating teachers´ eyes, how much literacy this public policy action, configured as a student obligatory program, invests on the autonomy construction of this subject as a teachers trainer, as well as comprehend the training choices prioritized by himself in the foundation of literacy teachers (teaching contents, strategies, planning process, socialization, knowledge mediation, among others). In this sense the study adopts a methodological approach, relied on a quality content analysis technique (BARDIN, 2011) and uses collecting information instruments as a questionnaire and semi-structured interviews. It still makes the use of the official and technical type of documentation analysis, like the registration of formative guidelines performed by people mentioned before. From an exploratory study aiming to raise the profile of the subjects totality (75 coordinating teachers), were elected three professionals who work with their technical documents and then the interviews. The theoretical reference this study is based on are: Nóvoa (1991, 1995, 2002, 2007, 2009), Foucault (1992, 1996, 2006, 2012), Ball (1994, 2001, 2004, 2005, 2006, 2008) and Contreras (2002), for bringing reflections that found and lay the foundation on this discussion, and Bardin (2011), in the material analysis obtained from the interviews. As the results, the study certifies that the demanded space for an acting, in fact, autonomous, is restricted by the limits imposed by the policy that rules the Reading and Writing Program. It becomes evident, the presence of a power relationship that this policy inserts in the educational systems, promoting people that auto-regulate themselves and complete mutually. Although the official speech and the studied subjects defend the professional autonomy, the investigation shows up the opposing fact it has been researched between reproduction versus authorship needs to be relativized, once it is not possible to polarize this reality, as well as it becomes clear the utopia of thinking about an absolute autonomy or in a total reproduction.