Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEFS |
Texto Completo: | http://localhost:8080/tede/handle/tede/439 |
Resumo: | Experience experienced reader, coupled with the realization that the teacher is the main readers students forming agent prompted me to investigate their training reader, teacher person, in view of this present literature as a way of dealing with the world, favoring the incorporation of reading the personal and professional life, with a view to building a qualified educational practice. In this perspective, the reflections made in this research aim to understand the implications of the Continuing Education Program Pro-Literacy in reader teacher constitution process. Thus, the theoretical and methodological support was gaining meaning from the principles of qualitative approach, electing as devices for collecting "data" the narrative interview with four teachers of the Municipal Feira de Santana Education who took the course in 2008 and the consultation of the documents that support the work of Pro-Literacy. In the development of this production, it established a theoretical / empirical dialogue of the training paths of interviewees with theorists who deal with teacher training, namely: Nóvoa (1992; 2009); Gatti (2006; 2010); Freire (1995), among others, as well as scholars of the language area, specifically in reading, such as: Zilberman (1991/1992/1988); Lajolo (1988; 2004); Bakhtin (1986; 2005; 2006); Geraldi (2004); Travaglia (1996); Younes (2012); Chartier (1994), among others. This research shows that the main focus of the Pro-Literacy Course is the formation of the student reader and do not constitute in therefore causing concern and discussion of this course the reader teacher training. What odds with its theoretical proposal, proposing a conception of continuing education supported teachers in reflection, autonomy, training of professional identity and discussion. Aware of the limitations of continuing education policies in this language search area indicates the need to invest in a training process that has as its core teaching reader training, as the teachers interviewed claim. |
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Besnosik, Maria Helena da Rocha39786536568http://lattes.cnpq.br/9171294892753827Falcão, Rosana Fernandes2017-02-13T23:45:04Z2016-07-27FALCÃO, Rosana Fernandes. Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente. 2016. 163 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016.http://localhost:8080/tede/handle/tede/439Experience experienced reader, coupled with the realization that the teacher is the main readers students forming agent prompted me to investigate their training reader, teacher person, in view of this present literature as a way of dealing with the world, favoring the incorporation of reading the personal and professional life, with a view to building a qualified educational practice. In this perspective, the reflections made in this research aim to understand the implications of the Continuing Education Program Pro-Literacy in reader teacher constitution process. Thus, the theoretical and methodological support was gaining meaning from the principles of qualitative approach, electing as devices for collecting "data" the narrative interview with four teachers of the Municipal Feira de Santana Education who took the course in 2008 and the consultation of the documents that support the work of Pro-Literacy. In the development of this production, it established a theoretical / empirical dialogue of the training paths of interviewees with theorists who deal with teacher training, namely: Nóvoa (1992; 2009); Gatti (2006; 2010); Freire (1995), among others, as well as scholars of the language area, specifically in reading, such as: Zilberman (1991/1992/1988); Lajolo (1988; 2004); Bakhtin (1986; 2005; 2006); Geraldi (2004); Travaglia (1996); Younes (2012); Chartier (1994), among others. This research shows that the main focus of the Pro-Literacy Course is the formation of the student reader and do not constitute in therefore causing concern and discussion of this course the reader teacher training. What odds with its theoretical proposal, proposing a conception of continuing education supported teachers in reflection, autonomy, training of professional identity and discussion. Aware of the limitations of continuing education policies in this language search area indicates the need to invest in a training process that has as its core teaching reader training, as the teachers interviewed claim.A experiência leitora vivenciada, aliada a compreensão de que o professor é o principal agente de formação de alunos leitores me instigou a investigar a sua formação leitora, da pessoa do professor, na perspectiva de que esta apresente a literatura como uma forma de lidar com o mundo, favorecendo a incorporação da leitura à vida pessoal e profissional, tendo em vista a construção de uma prática educativa qualificada. Nessa perspectiva, as reflexões tecidas nesta investigação têm como objetivo compreender quais as implicações do Programa de Formação Continuada Pró-Letramento no processo de constituição do professor leitor. Assim, a sustentação teórico-metodológica foi ganhando sentido a partir dos princípios da abordagem qualitativa, elegendo como dispositivos de recolha de “dados” a entrevista narrativa com quatro professoras da Rede Municipal de Ensino de Feira de Santana que fizeram o curso no ano de 2008, bem como a consulta aos documentos que subsidiam o trabalho do Pró-Letramento. No desenvolvimento dessa produção, foi estabelecido um diálogo teórico/empírico dos percursos formativos dos sujeitos entrevistados com teóricos que versam sobre formação docente, a saber: Nóvoa (1992;2009); Gatti (2006;2010); Freire (1995), dentre outros, bem como estudiosos da área de linguagem, mais especificamente em leitura, tais como: Zilberman (1991/1992/1988); Lajolo (1988;2004); Bakhtin (1986;2005;2006); Geraldi (2004); Travaglia (1996); Yunes (2012); Chartier (1994), dentre outros. A presente investigação revela que o foco principal do Curso Pró-Letramento é a formação do aluno leitor, não se constituindo portanto em alvo de preocupação e discussão deste curso a formação leitora do professor. O que destoa da sua proposta teórica, ao propor uma concepção de formação continuada de professores amparada na reflexão, na autonomia, na formação da identidade profissional e na discussão. Cientes das limitações das políticas de formação continuada na área de linguagem esta pesquisa indica para a necessidade de investir em um processo formativo que tenha como cerne a formação leitora docente, conforme clamam os professores entrevistados.Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-13T23:45:04Z No. of bitstreams: 1 DISSERTACAO.ROSANA_FALCÃO. 2016.pdf: 1538531 bytes, checksum: 98cf5a7d0ee382bf0e7527de39404c64 (MD5)Made available in DSpace on 2017-02-13T23:45:04Z (GMT). No. of bitstreams: 1 DISSERTACAO.ROSANA_FALCÃO. 2016.pdf: 1538531 bytes, checksum: 98cf5a7d0ee382bf0e7527de39404c64 (MD5) Previous issue date: 2016-07-27application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em EducaçãoUEFSBrasilDEPARTAMENTO DE EDUCAÇÃOFormação continuada de professoresLeituraProfesso-leitorContinuing education of teachersReadingProfess-readerEDUCACAO::FUNDAMENTOS DA EDUCACAOProfessor leitor, do imaginário ao real: implicações do pró-letramento na formação docenteinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600-7450372820171171698-4642173182807654213info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDISSERTACAO.Rosana.pdfDISSERTACAO.Rosana.pdfapplication/pdf1009720http://tede2.uefs.br:8080/bitstream/tede/439/3/DISSERTACAO.Rosana.pdf54202c5e27260914587da190db9f5d26MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-82089http://tede2.uefs.br:8080/bitstream/tede/439/1/license.txt7b5ba3d2445355f386edab96125d42b7MD51tede/4392017-02-20 20:59:32.261oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2017-02-20T23:59:32Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente |
title |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente |
spellingShingle |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente Falcão, Rosana Fernandes Formação continuada de professores Leitura Professo-leitor Continuing education of teachers Reading Profess-reader EDUCACAO::FUNDAMENTOS DA EDUCACAO |
title_short |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente |
title_full |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente |
title_fullStr |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente |
title_full_unstemmed |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente |
title_sort |
Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente |
author |
Falcão, Rosana Fernandes |
author_facet |
Falcão, Rosana Fernandes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Besnosik, Maria Helena da Rocha |
dc.contributor.authorID.fl_str_mv |
39786536568 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9171294892753827 |
dc.contributor.author.fl_str_mv |
Falcão, Rosana Fernandes |
contributor_str_mv |
Besnosik, Maria Helena da Rocha |
dc.subject.por.fl_str_mv |
Formação continuada de professores Leitura Professo-leitor |
topic |
Formação continuada de professores Leitura Professo-leitor Continuing education of teachers Reading Profess-reader EDUCACAO::FUNDAMENTOS DA EDUCACAO |
dc.subject.eng.fl_str_mv |
Continuing education of teachers Reading Profess-reader |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::FUNDAMENTOS DA EDUCACAO |
description |
Experience experienced reader, coupled with the realization that the teacher is the main readers students forming agent prompted me to investigate their training reader, teacher person, in view of this present literature as a way of dealing with the world, favoring the incorporation of reading the personal and professional life, with a view to building a qualified educational practice. In this perspective, the reflections made in this research aim to understand the implications of the Continuing Education Program Pro-Literacy in reader teacher constitution process. Thus, the theoretical and methodological support was gaining meaning from the principles of qualitative approach, electing as devices for collecting "data" the narrative interview with four teachers of the Municipal Feira de Santana Education who took the course in 2008 and the consultation of the documents that support the work of Pro-Literacy. In the development of this production, it established a theoretical / empirical dialogue of the training paths of interviewees with theorists who deal with teacher training, namely: Nóvoa (1992; 2009); Gatti (2006; 2010); Freire (1995), among others, as well as scholars of the language area, specifically in reading, such as: Zilberman (1991/1992/1988); Lajolo (1988; 2004); Bakhtin (1986; 2005; 2006); Geraldi (2004); Travaglia (1996); Younes (2012); Chartier (1994), among others. This research shows that the main focus of the Pro-Literacy Course is the formation of the student reader and do not constitute in therefore causing concern and discussion of this course the reader teacher training. What odds with its theoretical proposal, proposing a conception of continuing education supported teachers in reflection, autonomy, training of professional identity and discussion. Aware of the limitations of continuing education policies in this language search area indicates the need to invest in a training process that has as its core teaching reader training, as the teachers interviewed claim. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-07-27 |
dc.date.accessioned.fl_str_mv |
2017-02-13T23:45:04Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
FALCÃO, Rosana Fernandes. Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente. 2016. 163 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016. |
dc.identifier.uri.fl_str_mv |
http://localhost:8080/tede/handle/tede/439 |
identifier_str_mv |
FALCÃO, Rosana Fernandes. Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente. 2016. 163 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2016. |
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