Literacy and the teachers education: the experience of a literacy research group

Detalhes bibliográficos
Autor(a) principal: Pena, Selma Costa
Data de Publicação: 2022
Outros Autores: Caetano, Viviane Gislaine, Oliveira, Douglas Almeida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas (Florianópolis. Online)
Texto Completo: https://www.periodicos.udesc.br/index.php/linhas/article/view/22028
Resumo: The objective of this article is to discuss, from the discourse perspective, the experience of training literacy teachers carried out in the Group of Study and Research on Reading, Writing and Literacy in the Amazonia (Grupo de Estudo e Pesquisa em Leitura, Escrita e Alfabetização na Amazônia-LEIAA) during the period of the Covid-19 Pandemic. The group, which is quite heterogeneous, is made up of teachers from higher education, basic education, early childhood education, future literacy teachers, pedagogical coordinators, literacy professionals, two graduate scholarship students linked to the Institutional Program for Scholarship Initiation to Teaching (a master's degree student and a doctoral student) from the Post-Education Program of the Federal University of Pará, conducting research in literacy-related areas. The goal was to build with the participants a formative space that would allow redirecting the experiences to analyze what was lived in a conscious and critical way in an effort to try to reverse the order of what was already being done in the short-term courses, besides trying to relate theory to practice. The results of this experience indicated that the research group was an important formative space marked by sharing, by the unusual, by the uncertainties and by the mutual learning between educators and literacy teachers. This experience showed that teachers are subjects of training, with distinct experiences and that each one of them can be object of research, study and questioning to better understand them. Thus, teachers in training provoke and challenge us to unlearn and change our beliefs built for so long during our own formative processes.
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spelling Literacy and the teachers education: the experience of a literacy research groupAlfabetización y formaciónde los docentes/las literaturas: la experiencia del Grupo LEIAAAlfabetização e formação de professores/as alfabetizadores/as: a experiência do Grupo LEIAAformação docentealfabetização discursivafazer docenteteacher educationliteracypracticeformación docentealfabetización discursivahacer un maestroThe objective of this article is to discuss, from the discourse perspective, the experience of training literacy teachers carried out in the Group of Study and Research on Reading, Writing and Literacy in the Amazonia (Grupo de Estudo e Pesquisa em Leitura, Escrita e Alfabetização na Amazônia-LEIAA) during the period of the Covid-19 Pandemic. The group, which is quite heterogeneous, is made up of teachers from higher education, basic education, early childhood education, future literacy teachers, pedagogical coordinators, literacy professionals, two graduate scholarship students linked to the Institutional Program for Scholarship Initiation to Teaching (a master's degree student and a doctoral student) from the Post-Education Program of the Federal University of Pará, conducting research in literacy-related areas. The goal was to build with the participants a formative space that would allow redirecting the experiences to analyze what was lived in a conscious and critical way in an effort to try to reverse the order of what was already being done in the short-term courses, besides trying to relate theory to practice. The results of this experience indicated that the research group was an important formative space marked by sharing, by the unusual, by the uncertainties and by the mutual learning between educators and literacy teachers. This experience showed that teachers are subjects of training, with distinct experiences and that each one of them can be object of research, study and questioning to better understand them. Thus, teachers in training provoke and challenge us to unlearn and change our beliefs built for so long during our own formative processes.El texto aborda, desde una concepción discursiva, la experiencia de formación de docentes/alfabetizadores, realizada en el Grupo de Estudio e Investigación en Lectura, Escritura y Alfabetización en la Amazonía (LEIAA), que tuvo lugar, especialmente en el período de la Covid -19 pandemia. Un grupo integrado por diferentes personas: docentes de educación superior, educación básica, educación infantil, futuros alfabetizadores, coordinadores pedagógicos, profesionales de las Letras, becarios, vinculados al Programa Institucional de Becas de Iniciación a la Docencia, un estudiante de maestría y undoctorando. del Programa de Post-Educación de la Universidad Federal de Pará, con trabajo en el área temática de alfabetización. Nuestro objetivo fue construir con los participantes un espacio de formación que permitiera redirigir experiencias para el análisis de lo vivido de manera consciente y crítica, para quienes saben invertir el orden de lo que ya se venía haciendo en la formación aligerada. cursos y buscan la íntima relación entre la teoría y la práctica. Los resultados de esta experiencia indicaronque el grupo de investigación constituyó un importante espacio formativo marcado por el compartir, por lo insólito, por la ausencia de certezas y por el aprendizaje mutuo entre formadores y alfabetizadores. Esta experiencia nos ha enseñado que los docentes son sujetos de formación; son sujetos con experiencias diversas y cada una de ellas relatadas nos hace investigar, estudiar, cuestionar, buscar juntos la mejor manera de comprenderlas. Los docentes nos provocan y nos desafían a desaprender y soltar nuestras “verdades” construidas durante tanto tiempo en nuestros procesos de formación.O texto discute, a partir de uma concepção discursiva, a experiência de formação professores/as alfabetizadores/as, efetivada no Grupo de Estudo e Pesquisa em Leitura, escrita e Alfabetização na Amazônia (LEIAA) e, ocorrida, em especial no período da Pandemia da Covid-19. Um grupo composto por diferentes pessoas: docentes do ensino superior, da educação básica, da educação infantil, futuros alfabetizadores, coordenadores pedagógicos, profissionais de Letras, estudantes bolsistas, vinculados ao Programa Institucional de Bolsa de Iniciação à Docência, um mestrando e um doutorando do Programa de Pós-Educação da Universidade Federal do Pará, com trabalho na área temática da alfabetização. Nosso objetivo foi o de construir com os participantes um espaço formativo que possibilitasse redirecionamentos das experiências para análise do vivido de forma consciente e crítica, para quem sabe inverter a ordem do que já se vinha fazendo nos cursos aligeirados de formação e buscar a íntima relação entre teoria e prática. Os resultados dessa experiência indicaram que o grupo de pesquisa se constituiu como um importante espaço formativo marcado pela partilha, pelo inusitado, pela ausência de certezas e pela aprendizagem mútua entre formadores e professores alfabetizadores. Essa experiência tem nos ensinado que os professores são sujeitos da formação; são sujeitos com diversificadas experiências e cada uma delas relatada nos faz pesquisar, estudar, questionar, procurar juntos a melhor forma de compreendê-las. Os professores nos provocam e nos desafiam a desaprender e desapegar de nossas “verdades” construídas há tanto tempo em nossos processos formativos.Universidade do Estado de Santa Catarina - UDESC2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2202810.5965/1984723823512022190Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 190 - 2141984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/22028/14393Copyright (c) 2022 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessPena, Selma Costa Caetano, Viviane Gislaine Oliveira, Douglas Almeida 2022-05-05T13:21:53Zoai:ojs.revistas.udesc.br:article/22028Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2022-05-05T13:21:53Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false
dc.title.none.fl_str_mv Literacy and the teachers education: the experience of a literacy research group
Alfabetización y formaciónde los docentes/las literaturas: la experiencia del Grupo LEIAA
Alfabetização e formação de professores/as alfabetizadores/as: a experiência do Grupo LEIAA
title Literacy and the teachers education: the experience of a literacy research group
spellingShingle Literacy and the teachers education: the experience of a literacy research group
Pena, Selma Costa
formação docente
alfabetização discursiva
fazer docente
teacher education
literacy
practice
formación docente
alfabetización discursiva
hacer un maestro
title_short Literacy and the teachers education: the experience of a literacy research group
title_full Literacy and the teachers education: the experience of a literacy research group
title_fullStr Literacy and the teachers education: the experience of a literacy research group
title_full_unstemmed Literacy and the teachers education: the experience of a literacy research group
title_sort Literacy and the teachers education: the experience of a literacy research group
author Pena, Selma Costa
author_facet Pena, Selma Costa
Caetano, Viviane Gislaine
Oliveira, Douglas Almeida
author_role author
author2 Caetano, Viviane Gislaine
Oliveira, Douglas Almeida
author2_role author
author
dc.contributor.author.fl_str_mv Pena, Selma Costa
Caetano, Viviane Gislaine
Oliveira, Douglas Almeida
dc.subject.por.fl_str_mv formação docente
alfabetização discursiva
fazer docente
teacher education
literacy
practice
formación docente
alfabetización discursiva
hacer un maestro
topic formação docente
alfabetização discursiva
fazer docente
teacher education
literacy
practice
formación docente
alfabetización discursiva
hacer un maestro
description The objective of this article is to discuss, from the discourse perspective, the experience of training literacy teachers carried out in the Group of Study and Research on Reading, Writing and Literacy in the Amazonia (Grupo de Estudo e Pesquisa em Leitura, Escrita e Alfabetização na Amazônia-LEIAA) during the period of the Covid-19 Pandemic. The group, which is quite heterogeneous, is made up of teachers from higher education, basic education, early childhood education, future literacy teachers, pedagogical coordinators, literacy professionals, two graduate scholarship students linked to the Institutional Program for Scholarship Initiation to Teaching (a master's degree student and a doctoral student) from the Post-Education Program of the Federal University of Pará, conducting research in literacy-related areas. The goal was to build with the participants a formative space that would allow redirecting the experiences to analyze what was lived in a conscious and critical way in an effort to try to reverse the order of what was already being done in the short-term courses, besides trying to relate theory to practice. The results of this experience indicated that the research group was an important formative space marked by sharing, by the unusual, by the uncertainties and by the mutual learning between educators and literacy teachers. This experience showed that teachers are subjects of training, with distinct experiences and that each one of them can be object of research, study and questioning to better understand them. Thus, teachers in training provoke and challenge us to unlearn and change our beliefs built for so long during our own formative processes.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22028
10.5965/1984723823512022190
url https://www.periodicos.udesc.br/index.php/linhas/article/view/22028
identifier_str_mv 10.5965/1984723823512022190
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.udesc.br/index.php/linhas/article/view/22028/14393
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revista Linhas
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
publisher.none.fl_str_mv Universidade do Estado de Santa Catarina - UDESC
dc.source.none.fl_str_mv Revista Linhas; v. 23 n. 51 (2022): Alfabetização: desafios contemporâneos; 190 - 214
1984-7238
reponame:Linhas (Florianópolis. Online)
instname:Universidade do Estado de Santa Catarina (UDESC)
instacron:(UDESC)
instname_str Universidade do Estado de Santa Catarina (UDESC)
instacron_str (UDESC)
institution (UDESC)
reponame_str Linhas (Florianópolis. Online)
collection Linhas (Florianópolis. Online)
repository.name.fl_str_mv Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)
repository.mail.fl_str_mv vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com
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