THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS

Detalhes bibliográficos
Autor(a) principal: Gräff, Patrícia
Data de Publicação: 2022
Outros Autores: Manfroi, Iloni Frey
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4469
Resumo: Supported by the Foucauldian theoretical framework and taking discourse as a theoretical and methodological tool, the article analyzes the documents of the policies of continuing education of teachers and of the programs of continuing education of literacy teachers in order to understand how the discourses about efficacy appear in the analyzed materials. The analysis allowed us to realize that the continuing education policies propagate a sensationalist language, claiming effectiveness guaranteed by scientific evidence proven in other countries. This line of thinking naturalizes the process of learning to read and write, as if it were enough for the teacher to teach for the student to learn. The teacher's role is reduced to a mere learning facilitator who only needs to follow the training provided by continuing education in order to guarantee learning success. The discussions call attention to the danger of being dazzled by scientific evidence and point to the need of policies with articulated and permanent actions that reach the fragility of the different aspects involved in the construction of a quality and effective education.
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spelling THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERSLA EFICACIA EN LA APRENDIZAJE DE LA LECTURA Y LA ESCRITURA EN LA FORMACIÓN CONTINUA DE LOS PROFESORES DE ALFABETIZACIÓN A EFICÁCIA NA APRENDIZAGEM DA LEITURA E DA ESCRITA NA FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORESpolíticas educacionaisformação continuadaalfabetizadoreseficáciadiscursoeducational policiescontinuing educationliteracy teacherseffectivenessdiscoursepolíticas educativasformación continuaalfabetizadoreseficaciadiscursoSupported by the Foucauldian theoretical framework and taking discourse as a theoretical and methodological tool, the article analyzes the documents of the policies of continuing education of teachers and of the programs of continuing education of literacy teachers in order to understand how the discourses about efficacy appear in the analyzed materials. The analysis allowed us to realize that the continuing education policies propagate a sensationalist language, claiming effectiveness guaranteed by scientific evidence proven in other countries. This line of thinking naturalizes the process of learning to read and write, as if it were enough for the teacher to teach for the student to learn. The teacher's role is reduced to a mere learning facilitator who only needs to follow the training provided by continuing education in order to guarantee learning success. The discussions call attention to the danger of being dazzled by scientific evidence and point to the need of policies with articulated and permanent actions that reach the fragility of the different aspects involved in the construction of a quality and effective education.Apoyado en el referencial teórico Foucaultiano y tomando el discurso como herramienta teórico-metodológica, el artículo analiza los documentos de las políticas de formación continua de profesores y de los programas de formación continua de alfabetizadores con el fin de comprender cómo aparecen los discursos sobre la eficacia en los materiales de análisis. El análisis mostró que las políticas de educación continua propagan un lenguaje sensacionalista, alegando efectividad avalada por evidencia científica comprobada en otros países. Esta línea de pensamiento naturaliza el proceso de aprendizaje de la lectura y la escritura, como si bastara que el maestro enseñe para que el alumno aprenda. El papel del docente se reduce a un mero facilitador del aprendizaje que sólo necesita seguir la formación que le proporciona la educación continua para que el éxito del aprendizaje esté garantizado. Las discusiones llaman la atención sobre el peligro de deslumbrar las evidencias científicas y señalan la necesidad de políticas con acciones articuladas y permanentes que aborden la fragilidad de los diferentes aspectos involucrados en la construcción de una educación de calidad y eficaz.Amparado pelo referencial teórico Foucaultiano e tomando como ferramenta teórico-metodológica o discurso, o artigo analisa os documentos das políticas de formação continuada de professores e dos programas de formação continuada de alfabetizadores para compreender como os discursos sobre a eficácia aparecem nos materiais de análise. A análise permitiu perceber que as políticas de formação continuada propagam uma linguagem sensacionalista, alegando eficácia garantida por evidências científicas comprovadas em outros países. Essa linha de pensamento naturaliza o processo de aprendizagem da leitura e da escrita, como se bastasse o professor ensinar para o aluno aprender. O papel do professor fica reduzido a um mero facilitador da aprendizagem que somente precisa seguir o treinamento previsto pela formação continuada para que o sucesso da aprendizagem seja garantido. As discussões chamam atenção para o perigo do deslumbramento das evidências científicas e direcionam para a necessidade de políticas com ações articuladas e permanentes que alcancem a fragilidade dos diferentes aspectos envolvidos para a construção de uma educação de qualidade e eficaz.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-07-26info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/446910.1590/SciELOPreprints.4469porhttps://preprints.scielo.org/index.php/scielo/article/view/4469/8567Copyright (c) 2022 Patrícia Gräff, Iloni Frey Manfroihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGräff, PatríciaManfroi, Iloni Freyreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-07-19T19:13:25Zoai:ops.preprints.scielo.org:preprint/4469Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-07-19T19:13:25SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
LA EFICACIA EN LA APRENDIZAJE DE LA LECTURA Y LA ESCRITURA EN LA FORMACIÓN CONTINUA DE LOS PROFESORES DE ALFABETIZACIÓN
A EFICÁCIA NA APRENDIZAGEM DA LEITURA E DA ESCRITA NA FORMAÇÃO CONTINUADA DE PROFESSORES ALFABETIZADORES
title THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
spellingShingle THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
Gräff, Patrícia
políticas educacionais
formação continuada
alfabetizadores
eficácia
discurso
educational policies
continuing education
literacy teachers
effectiveness
discourse
políticas educativas
formación continua
alfabetizadores
eficacia
discurso
title_short THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
title_full THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
title_fullStr THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
title_full_unstemmed THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
title_sort THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS
author Gräff, Patrícia
author_facet Gräff, Patrícia
Manfroi, Iloni Frey
author_role author
author2 Manfroi, Iloni Frey
author2_role author
dc.contributor.author.fl_str_mv Gräff, Patrícia
Manfroi, Iloni Frey
dc.subject.por.fl_str_mv políticas educacionais
formação continuada
alfabetizadores
eficácia
discurso
educational policies
continuing education
literacy teachers
effectiveness
discourse
políticas educativas
formación continua
alfabetizadores
eficacia
discurso
topic políticas educacionais
formação continuada
alfabetizadores
eficácia
discurso
educational policies
continuing education
literacy teachers
effectiveness
discourse
políticas educativas
formación continua
alfabetizadores
eficacia
discurso
description Supported by the Foucauldian theoretical framework and taking discourse as a theoretical and methodological tool, the article analyzes the documents of the policies of continuing education of teachers and of the programs of continuing education of literacy teachers in order to understand how the discourses about efficacy appear in the analyzed materials. The analysis allowed us to realize that the continuing education policies propagate a sensationalist language, claiming effectiveness guaranteed by scientific evidence proven in other countries. This line of thinking naturalizes the process of learning to read and write, as if it were enough for the teacher to teach for the student to learn. The teacher's role is reduced to a mere learning facilitator who only needs to follow the training provided by continuing education in order to guarantee learning success. The discussions call attention to the danger of being dazzled by scientific evidence and point to the need of policies with articulated and permanent actions that reach the fragility of the different aspects involved in the construction of a quality and effective education.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/4469
10.1590/SciELOPreprints.4469
url https://preprints.scielo.org/index.php/scielo/preprint/view/4469
identifier_str_mv 10.1590/SciELOPreprints.4469
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/4469/8567
dc.rights.driver.fl_str_mv Copyright (c) 2022 Patrícia Gräff, Iloni Frey Manfroi
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Patrícia Gräff, Iloni Frey Manfroi
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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