Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/7203 |
Resumo: | This paper presents a research conducted with five literacy teachers of the Municipal Education Network of Araucária/Paraná (Brazil), with over eighteen years of teaching, mostly developed in literacy classes in the same municipality. In this context, there is the possibility of a responsive-dialogical analysis of investigation of the continuing education processes offered by the Municipal Education Department of Araucária, of which the teachers have participated during their teaching career. We propose, through a qualitative research, to use methodological procedures of interview and conversation circles to locate and identify the understandings of teachers on continuing education, emphasizing, in their conception and experience verbalization, the development of literacy practices from such training. For the analysis of the teachers’ discourses, we considered the concepts of dialogism, enunciation and responsiveness of Bakhtin (1997), seeking approaches to the theories of Shulman (1987), Nóvoa (1998, 2007), Kramer (2010, 2013) and Maldonado (2002), in order to analyze the dialogical and responsive discourses about the styles and pedagogical practices, which arise from the continuing education of these literacy teachers. Keywords: Literacy teachers. Continuing Education. Dialogicity and responsiveness. |
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Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysisPosibilidades e influencias de educación continua en la construcción de la docencia de maestros alfabetizadores de Araucária/PR: un análisis dialogico-responsivoPossibilidades e influências da formação continuada na construção da docência de professoras alfabetizadoras de Araucária/PR: uma análise dialógico-responsivaThis paper presents a research conducted with five literacy teachers of the Municipal Education Network of Araucária/Paraná (Brazil), with over eighteen years of teaching, mostly developed in literacy classes in the same municipality. In this context, there is the possibility of a responsive-dialogical analysis of investigation of the continuing education processes offered by the Municipal Education Department of Araucária, of which the teachers have participated during their teaching career. We propose, through a qualitative research, to use methodological procedures of interview and conversation circles to locate and identify the understandings of teachers on continuing education, emphasizing, in their conception and experience verbalization, the development of literacy practices from such training. For the analysis of the teachers’ discourses, we considered the concepts of dialogism, enunciation and responsiveness of Bakhtin (1997), seeking approaches to the theories of Shulman (1987), Nóvoa (1998, 2007), Kramer (2010, 2013) and Maldonado (2002), in order to analyze the dialogical and responsive discourses about the styles and pedagogical practices, which arise from the continuing education of these literacy teachers. Keywords: Literacy teachers. Continuing Education. Dialogicity and responsiveness.En este artículo se presenta un estudio con cinco maestros de alfabetización de La Red Municipal de Araucária/PR con más de dieciocho años de docencia, que se desarrolló sobre todo en las clases de alfabetización en el mismo municipio. En este contexto, existe la posibilidad de un análisis, dialógica-responsiva de los procesos de educación continua ofrecidos por el SMED (Departamento Municipal de Educación de Araucária), en los que los maestros han participado en el transcurso de su carrera docente. Se propone una investigación cualitativa, utilizando procedimientos metodológicos, entrevista y rueda de conversación, para situar e identificar las concepciones de los maestros sobre la educación continua, enfatizando verbalizar sus ideas y experiencias, el desarrollo de prácticas de alfabetización de esta formación. Para el análisis de los discursos de los maestros se tendrán en cuenta los conceptos de dialogismo, enunciación y la capacidad de respuesta de Bakhtin (1997); la búsqueda de aproximaciones a las teorías de Shulman (1987), Nóvoa (1998, 2007), Kramer (2010, 2013) y Maldonado (2002), con el fin de analizar los discursos dialógicos y responsivos que surgen de la formación continua de los maestros alfabetizadores. Palabras clave: Maestros de Alfabetización. Educación Continua. Dialogicidad y capacidad de respuesta.Este artigo apresenta uma pesquisa realizada com cinco professoras alfabetizadoras da Rede Municipal de Ensino de Araucária/PR, com mais de dezoito anos de docência, desenvolvida, em sua maioria, nas classes de alfabetização do mesmo município. Nesse contexto, há a possibilidade de uma análise dialógico-responsiva de investigação dos processos de formação continuada ofertados pela Secretaria Municipal de Educação de Araucária (SMED), dos quais as professoras têm participado no decorrer de sua carreira docente. Propõe-se, pela pesquisa qualitativa, utilizar procedimentos metodológicos de Entrevista e Roda de conversa para situar e identificar as compreensões das professoras sobre a formação continuada, ressaltando, na verbalização de suas concepções e experiências, o desenvolvimento das práticas de alfabetização a partir dessa formação. Para as análises dos discursos das professoras, foram considerados os conceitos de dialogismo, enunciação e responsividade de Bakhtin (2006, 2011), buscando aproximações às teorizações de Shulman (1986, 1987), Nóvoa (1998, 2007), Kramer (2010, 2013) e Maldonado (2002), dialógicos e responsivos sobre os estilos e as práticas pedagógicas desenvolvidas, os quais decorrem da formação continuada vivida pelas alfabetizadoras. Palavras-chave: Professoras alfabetizadoras. Formação Continuada.Dialogicidade e responsividade.Universidade Estadual de Ponta Grossa2016-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/720310.5212/PraxEduc.v.11i1.0012Práxis Educativa; Vol. 11 No. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-296Práxis Educativa; Vol. 11 Núm. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-296Práxis Educativa; V. 11 N. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-296Práxis Educativa; v. 11 n. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-2961809-43091809-403110.5212/PraxEduc.v.11i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/7203/4766Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessRadvanskei, Sônia de FátimaHagemeyer, Regina Cely de Campos2020-04-06T20:17:14Zoai:uepg.br:article/7203Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T20:17:14Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis Posibilidades e influencias de educación continua en la construcción de la docencia de maestros alfabetizadores de Araucária/PR: un análisis dialogico-responsivo Possibilidades e influências da formação continuada na construção da docência de professoras alfabetizadoras de Araucária/PR: uma análise dialógico-responsiva |
title |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis |
spellingShingle |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis Radvanskei, Sônia de Fátima |
title_short |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis |
title_full |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis |
title_fullStr |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis |
title_full_unstemmed |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis |
title_sort |
Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis |
author |
Radvanskei, Sônia de Fátima |
author_facet |
Radvanskei, Sônia de Fátima Hagemeyer, Regina Cely de Campos |
author_role |
author |
author2 |
Hagemeyer, Regina Cely de Campos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Radvanskei, Sônia de Fátima Hagemeyer, Regina Cely de Campos |
description |
This paper presents a research conducted with five literacy teachers of the Municipal Education Network of Araucária/Paraná (Brazil), with over eighteen years of teaching, mostly developed in literacy classes in the same municipality. In this context, there is the possibility of a responsive-dialogical analysis of investigation of the continuing education processes offered by the Municipal Education Department of Araucária, of which the teachers have participated during their teaching career. We propose, through a qualitative research, to use methodological procedures of interview and conversation circles to locate and identify the understandings of teachers on continuing education, emphasizing, in their conception and experience verbalization, the development of literacy practices from such training. For the analysis of the teachers’ discourses, we considered the concepts of dialogism, enunciation and responsiveness of Bakhtin (1997), seeking approaches to the theories of Shulman (1987), Nóvoa (1998, 2007), Kramer (2010, 2013) and Maldonado (2002), in order to analyze the dialogical and responsive discourses about the styles and pedagogical practices, which arise from the continuing education of these literacy teachers. Keywords: Literacy teachers. Continuing Education. Dialogicity and responsiveness. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-06-01 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/7203 10.5212/PraxEduc.v.11i1.0012 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/7203 |
identifier_str_mv |
10.5212/PraxEduc.v.11i1.0012 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/7203/4766 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Práxis Educativa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Práxis Educativa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 11 No. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-296 Práxis Educativa; Vol. 11 Núm. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-296 Práxis Educativa; V. 11 N. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-296 Práxis Educativa; v. 11 n. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 271-296 1809-4309 1809-4031 10.5212/PraxEduc.v.11i1 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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1799317611037589504 |