Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis

Detalhes bibliográficos
Autor(a) principal: Radvanskei, Sônia de Fátima
Data de Publicação: 2016
Outros Autores: Hagemeyer, Regina Cely de Campos
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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spelling 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
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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
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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)
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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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