O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/13379 |
Resumo: | Teacher’s continuing formation is one of the focus of educational policies. It has an assumption of improving the teaching quality, the teaching practice, and its professionalization. One specific program is evidenced in this research, the “Pacto Nacional de Alfabetização na Idade Certa” – PNAIC. To understand and problematize how this proposal, elaborated by the federal government, was structured, was implemented and developed, thinking about the recontextualization movement that goes from the official document to the study advisors and from these to the literacy teachers in Poços de Caldas, Minas Gerais, is the objective of this study. In this perspective, the guiding question was: how were the orientations about continuing formation from PNAIC recontextualized by the study advisors and literacy teachers? To accomplish that some strategies were used when collecting the data, in a qualitative approach, such as the gathering of the base documents of the proposal, making questionnaires and semi-structured interviews with teachers and study advisors. To process the material, an analytical model based on Basil Bernstein’s theory (1996) about the recontextualization of the pedagogic speech, listing four fronts: the formation dynamics; the aspects that had the biggest impact on teachers and study advisors from the formative point of view.; the base material for PNAIC, highlighting the perception both groups had about them; and the continuing formation conception built after the formation ended. Divided in four sections, this text presents on the first the methodological paths assumed in the research, anchored on the studies of Bogdan and Biklen (2013), Lüdke and André (2014) and Martins (2010). The educational policies and the continuing formation of teachers are topics described in the second section, using as basis the studies of Gatti (2008;2010), Gatti and Barreto (2009), Dourado (2007;2015;2016), Freitas (1992;2011;2014), Imbernón (2009;2010;2011) and Saviani (2008a; 2008b). The third section presents and analyzes the structure and reference books of PNAIC from Bernstein’s (1996) theoretical perspective about code, pedagogic recontextualization, framing and classification. Finally, the last section presents data from the questionnaire and semi-structured interview using Bernstein’s (1996) analytical model, adding to the discussion thoughts on teacher knowledges, assuming as reference Tardif’s (2010) and Tardif and Lessard’s (2014a; 2014b) studies. In that way, this research puts that, by means of the pedagogic recontextualization of the instructions provided by the continuing formation proposal from PNAIC, the subjects assume resistance postures when facing the official discourse, acting also as producers and not only reproducers of specific knowledges pertaining the complexity that involves the teaching practice. |
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Felix, Carla Fernanda FigueiredoMonteiro, Maria Iolandahttp://lattes.cnpq.br/4189205834370563http://lattes.cnpq.br/320293961850038141bdb7c1-4b0c-4f13-969f-11a97c3752542020-10-27T10:16:53Z2020-10-27T10:16:53Z2020-08-27FELIX, Carla Fernanda Figueiredo. O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores. 2020. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13379.https://repositorio.ufscar.br/handle/ufscar/13379Teacher’s continuing formation is one of the focus of educational policies. It has an assumption of improving the teaching quality, the teaching practice, and its professionalization. One specific program is evidenced in this research, the “Pacto Nacional de Alfabetização na Idade Certa” – PNAIC. To understand and problematize how this proposal, elaborated by the federal government, was structured, was implemented and developed, thinking about the recontextualization movement that goes from the official document to the study advisors and from these to the literacy teachers in Poços de Caldas, Minas Gerais, is the objective of this study. In this perspective, the guiding question was: how were the orientations about continuing formation from PNAIC recontextualized by the study advisors and literacy teachers? To accomplish that some strategies were used when collecting the data, in a qualitative approach, such as the gathering of the base documents of the proposal, making questionnaires and semi-structured interviews with teachers and study advisors. To process the material, an analytical model based on Basil Bernstein’s theory (1996) about the recontextualization of the pedagogic speech, listing four fronts: the formation dynamics; the aspects that had the biggest impact on teachers and study advisors from the formative point of view.; the base material for PNAIC, highlighting the perception both groups had about them; and the continuing formation conception built after the formation ended. Divided in four sections, this text presents on the first the methodological paths assumed in the research, anchored on the studies of Bogdan and Biklen (2013), Lüdke and André (2014) and Martins (2010). The educational policies and the continuing formation of teachers are topics described in the second section, using as basis the studies of Gatti (2008;2010), Gatti and Barreto (2009), Dourado (2007;2015;2016), Freitas (1992;2011;2014), Imbernón (2009;2010;2011) and Saviani (2008a; 2008b). The third section presents and analyzes the structure and reference books of PNAIC from Bernstein’s (1996) theoretical perspective about code, pedagogic recontextualization, framing and classification. Finally, the last section presents data from the questionnaire and semi-structured interview using Bernstein’s (1996) analytical model, adding to the discussion thoughts on teacher knowledges, assuming as reference Tardif’s (2010) and Tardif and Lessard’s (2014a; 2014b) studies. In that way, this research puts that, by means of the pedagogic recontextualization of the instructions provided by the continuing formation proposal from PNAIC, the subjects assume resistance postures when facing the official discourse, acting also as producers and not only reproducers of specific knowledges pertaining the complexity that involves the teaching practice.A formação continuada de professores é um dos focos das políticas educacionais. Tem como pressuposto a melhoria da qualidade do ensino, da prática docente e da sua profissionalização. Um programa em específico é evidenciado nessa pesquisa, o Pacto Nacional pela Alfabetização na Idade Certa – PNAIC. Compreender e problematizar como essa proposta elaborada pelo governo federal foi estruturada, sua implementação e desenvolvimento de 2013 a 2015, pensando no movimento de recontextualização que vai do documento oficial aos orientadores de estudo e destes aos professores alfabetizadores no município de Poços de Caldas, Minas Gerais, é objetivo desse estudo. Nessa perspectiva, a questão norteadora foi: como as orientações presentes na proposta do Pacto Nacional pela Alfabetização na Idade Certa para formação continuada foram recontextualizadas por orientadores de estudo e professores alfabetizadores? Para isso foram utilizadas algumas estratégias para coleta de dados, dentro de uma abordagem qualitativa, tais como: o levantamento dos documentos de base da proposta, aplicação de questionário semiaberto e entrevista semiestruturada com os professores e orientadores. Para o tratamento do material foi utilizado um modelo analítico baseado na teoria de Basil Bernstein (1996) sobre recontextualização do discurso pedagógico, elencando quatro frentes: a dinâmica da formação; os aspectos que marcaram, tanto os professores, como orientadoras no que diz respeito à proposta formativa; os materiais de base do PNAIC, apontando a percepção dos dois grupos em relação a eles; e a concepção de formação continuada construída após o término da formação. Dividido em quatro seções, esse texto apresenta, na primeira, os caminhos metodológicos assumidos na pesquisa, ancorados nos estudos de Martins (2010), Bogdan e Biklen, (2013), Lüdke e André (2014). As políticas educacionais e a formação continuada de professores são temas tratados na segunda seção, utilizando como base os estudos de Gatti (2008; 2010), Gatti e Barreto (2009) Dourado (2007; 2015; 2016), Freitas (1992; 2011; 2014), Imbernón (2009; 2010, 2011) e Saviani (2008a; 2008b). A terceira seção apresenta e analisa a estrutura do PNAIC e seus cadernos (BRASIL 2012; 2014; 2015) dentro da perspectiva teórica de Bernstein (1996) sobre código, recontextualização pedagógica, enquadramento e classificação. Por fim, a última seção apresenta os dados do questionário semiaberto e da entrevista semiestruturada dentro do modelo analítico de Bernstein (1996), acrescentando a essa discussão reflexões sobre saberes docentes, assumindo como referência os estudos de Tardif (2010) e Tardif e Lessard (2014a; 2014b). Assim, essa pesquisa coloca que, por meio da recontextualização pedagógica das orientações previstas na política de formação continuada do PNAIC, os sujeitos vão assumindo posturas de resistência diante do discurso pedagógico oficial, atuando também como produtores, e não apenas reprodutores, de saberes específicos diante da complexidade que envolve a atividade docente.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessFormação continuada de professoresSaberes docentesPNAICPolítica educacionalAlfabetizaçãoContinuing teacher educationTeacher knowledgesEducational politicsLiteracyCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMCIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTOO Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadoresThe Movement of the Continuing Formation Policy “PNAIC”: from the official document to literacy teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600fe64cd1d-3dfe-4541-8863-32df4bcd8a60reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALversão_final.pdfversão_final.pdfTese de doutoradoapplication/pdf1810641https://repositorio.ufscar.br/bitstream/ufscar/13379/1/vers%c3%a3o_final.pdf648fdfbf6daadf5a86909be7129ed4b2MD51Carta comprovante versão final.pdfCarta comprovante versão final.pdfCarta comprovanteapplication/pdf531274https://repositorio.ufscar.br/bitstream/ufscar/13379/2/Carta%20comprovante%20vers%c3%a3o%20final.pdf1bbab193eaf85e50587b386283988efbMD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/13379/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTversão_final.pdf.txtversão_final.pdf.txtExtracted texttext/plain561043https://repositorio.ufscar.br/bitstream/ufscar/13379/4/vers%c3%a3o_final.pdf.txt17081a729b64c98f2246fd522fdbef86MD54Carta comprovante versão final.pdf.txtCarta comprovante versão final.pdf.txtExtracted texttext/plain1https://repositorio.ufscar.br/bitstream/ufscar/13379/6/Carta%20comprovante%20vers%c3%a3o%20final.pdf.txt68b329da9893e34099c7d8ad5cb9c940MD56THUMBNAILversão_final.pdf.jpgversão_final.pdf.jpgIM Thumbnailimage/jpeg5920https://repositorio.ufscar.br/bitstream/ufscar/13379/5/vers%c3%a3o_final.pdf.jpgcc0cb35f4e8095de232b3e16ae9f7a8cMD55Carta comprovante versão final.pdf.jpgCarta comprovante versão final.pdf.jpgIM Thumbnailimage/jpeg12157https://repositorio.ufscar.br/bitstream/ufscar/13379/7/Carta%20comprovante%20vers%c3%a3o%20final.pdf.jpgaffd96fa83cb4deea241d0f9a29be433MD57ufscar/133792023-09-18 18:32:03.39oai:repositorio.ufscar.br:ufscar/13379Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:03Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores |
dc.title.alternative.eng.fl_str_mv |
The Movement of the Continuing Formation Policy “PNAIC”: from the official document to literacy teachers |
title |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores |
spellingShingle |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores Felix, Carla Fernanda Figueiredo Formação continuada de professores Saberes docentes PNAIC Política educacional Alfabetização Continuing teacher education Teacher knowledges Educational politics Literacy CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO |
title_short |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores |
title_full |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores |
title_fullStr |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores |
title_full_unstemmed |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores |
title_sort |
O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores |
author |
Felix, Carla Fernanda Figueiredo |
author_facet |
Felix, Carla Fernanda Figueiredo |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/3202939618500381 |
dc.contributor.author.fl_str_mv |
Felix, Carla Fernanda Figueiredo |
dc.contributor.advisor1.fl_str_mv |
Monteiro, Maria Iolanda |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4189205834370563 |
dc.contributor.authorID.fl_str_mv |
41bdb7c1-4b0c-4f13-969f-11a97c375254 |
contributor_str_mv |
Monteiro, Maria Iolanda |
dc.subject.por.fl_str_mv |
Formação continuada de professores Saberes docentes PNAIC Política educacional Alfabetização |
topic |
Formação continuada de professores Saberes docentes PNAIC Política educacional Alfabetização Continuing teacher education Teacher knowledges Educational politics Literacy CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO |
dc.subject.eng.fl_str_mv |
Continuing teacher education Teacher knowledges Educational politics Literacy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO |
description |
Teacher’s continuing formation is one of the focus of educational policies. It has an assumption of improving the teaching quality, the teaching practice, and its professionalization. One specific program is evidenced in this research, the “Pacto Nacional de Alfabetização na Idade Certa” – PNAIC. To understand and problematize how this proposal, elaborated by the federal government, was structured, was implemented and developed, thinking about the recontextualization movement that goes from the official document to the study advisors and from these to the literacy teachers in Poços de Caldas, Minas Gerais, is the objective of this study. In this perspective, the guiding question was: how were the orientations about continuing formation from PNAIC recontextualized by the study advisors and literacy teachers? To accomplish that some strategies were used when collecting the data, in a qualitative approach, such as the gathering of the base documents of the proposal, making questionnaires and semi-structured interviews with teachers and study advisors. To process the material, an analytical model based on Basil Bernstein’s theory (1996) about the recontextualization of the pedagogic speech, listing four fronts: the formation dynamics; the aspects that had the biggest impact on teachers and study advisors from the formative point of view.; the base material for PNAIC, highlighting the perception both groups had about them; and the continuing formation conception built after the formation ended. Divided in four sections, this text presents on the first the methodological paths assumed in the research, anchored on the studies of Bogdan and Biklen (2013), Lüdke and André (2014) and Martins (2010). The educational policies and the continuing formation of teachers are topics described in the second section, using as basis the studies of Gatti (2008;2010), Gatti and Barreto (2009), Dourado (2007;2015;2016), Freitas (1992;2011;2014), Imbernón (2009;2010;2011) and Saviani (2008a; 2008b). The third section presents and analyzes the structure and reference books of PNAIC from Bernstein’s (1996) theoretical perspective about code, pedagogic recontextualization, framing and classification. Finally, the last section presents data from the questionnaire and semi-structured interview using Bernstein’s (1996) analytical model, adding to the discussion thoughts on teacher knowledges, assuming as reference Tardif’s (2010) and Tardif and Lessard’s (2014a; 2014b) studies. In that way, this research puts that, by means of the pedagogic recontextualization of the instructions provided by the continuing formation proposal from PNAIC, the subjects assume resistance postures when facing the official discourse, acting also as producers and not only reproducers of specific knowledges pertaining the complexity that involves the teaching practice. |
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2020 |
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2020-10-27T10:16:53Z |
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2020-10-27T10:16:53Z |
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2020-08-27 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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FELIX, Carla Fernanda Figueiredo. O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores. 2020. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13379. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/13379 |
identifier_str_mv |
FELIX, Carla Fernanda Figueiredo. O Movimento da Política de Formação Continuada “PNAIC”: do documento oficial aos professores alfabetizadores. 2020. Tese (Doutorado em Educação) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/13379. |
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https://repositorio.ufscar.br/handle/ufscar/13379 |
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Universidade Federal de São Carlos Câmpus São Carlos |
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