Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC)
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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/7114 |
Resumo: | This case study aimed to analyze the literacy practices in a multi-graded rural classroom of a PNAIC participating teacher. As methodological procedures, we conducted classroom observations and semi-structured interviews, analysed through Bardin’s (2002) content analysis. We carried out a diagnostic class evaluation through written words, which were analyzed based on the theory of Psychogenesis of written language, and document analysis of PNAIC education notebooks - Rural Education (2013 edition). We noticed some “marks” of PNAIC during the observations, particularly concerning to the pedagogical perspective (CHARTIER, 2002) in working with literature books, literacy games and the appropriation of methodological appropriation of projects and didactic sequences. Keywords: Continuing teacher education. Literacy practices. Multi-graded classes. |
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Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC)Prácticas de alfabetización en clase multigrado en el contexto del Pacto Nacional por la Alfabetización en la Edad Apropiada (PNAIC)Práticas de alfabetização em turma multisseriada no contexto do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC)This case study aimed to analyze the literacy practices in a multi-graded rural classroom of a PNAIC participating teacher. As methodological procedures, we conducted classroom observations and semi-structured interviews, analysed through Bardin’s (2002) content analysis. We carried out a diagnostic class evaluation through written words, which were analyzed based on the theory of Psychogenesis of written language, and document analysis of PNAIC education notebooks - Rural Education (2013 edition). We noticed some “marks” of PNAIC during the observations, particularly concerning to the pedagogical perspective (CHARTIER, 2002) in working with literature books, literacy games and the appropriation of methodological appropriation of projects and didactic sequences. Keywords: Continuing teacher education. Literacy practices. Multi-graded classes.Este estudio de caso tuvo como objetivo general analizar las prácticas de alfabetización en una clase multigrado rural por una profesora participante del PNAIC. Como procedimientos metodológicos realizamos observaciones de clase y entrevistas semiestructuradas, analizadas a partir del Análisis de Contenido de Bardin (2002). Procedimos a la evaluación diagnóstica de la clase a partir del análisis de escritura de palabras, con base en la teoría de la Psicogénesis de la Lengua Escrita. Además, realizamos análisis documental de los cuadernos de formación del PNAIC – Educación Rural (edición 2013). Percibimos algunas “marcas” del PNAIC a lo largo de las observaciones, principalmente de orden pedagógico (CHARTIER, 2002), en el trabajo con los libros de literatura, juegos de alfabetización y en la apropiación de la metodología de proyectos y secuencias didácticas. Palabras clave: Formación continua de profesores. Prácticas de alfabetización. Clase multigrado.Este estudo de caso teve como objetivo geral analisar as práticas de alfabetização em uma turma multisseriada do campo por professora participante do PNAIC. Como procedimentos metodológicos, realizamos observações de aula e entrevistas semiestruturadas, analisadas a partir da Análise de Conteúdo de Bardin (2002). Procedemos à avaliação diagnóstica da turma com escrita de palavras, analisadas com base na teoria da Psicogênese da Língua Escrita e realizamos análise documental dos cadernos de formação do PNAIC - Educação do Campo (edição 2013). Percebemos algumas “marcas” do PNAIC ao longo das observações, principalmente da ordem do pedagógico (CHARTIER, 2002) no trabalho com os livros de literatura, jogos de alfabetização e na apropriação da metodologia de projetos e sequências didáticas. Palavras-chave: Formação continuada de professores. Práticas de alfabetização. Turmas multisseriadas.Universidade Estadual de Ponta Grossa2016-06-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/711410.5212/PraxEduc.v.11i1.0010Práxis Educativa; Vol. 11 No. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 215-241Práxis Educativa; Vol. 11 Núm. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 215-241Práxis Educativa; V. 11 N. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 215-241Práxis Educativa; v. 11 n. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 215-2411809-43091809-403110.5212/PraxEduc.v.11i1reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/7114/4764Copyright (c) 2016 Práxis Educativainfo:eu-repo/semantics/openAccessSá, Carolina Figueiredo dePessoa, Ana Cláudia Rodrigues Gonçalves2020-04-06T20:10:07Zoai:uepg.br:article/7114Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-06T20:10:07Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) Prácticas de alfabetización en clase multigrado en el contexto del Pacto Nacional por la Alfabetización en la Edad Apropiada (PNAIC) Práticas de alfabetização em turma multisseriada no contexto do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) |
title |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) |
spellingShingle |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) Sá, Carolina Figueiredo de |
title_short |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) |
title_full |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) |
title_fullStr |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) |
title_full_unstemmed |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) |
title_sort |
Literacy practices in multi-graded classrooms in the context of the National Pact for Literacy at the Right Age (PNAIC) |
author |
Sá, Carolina Figueiredo de |
author_facet |
Sá, Carolina Figueiredo de Pessoa, Ana Cláudia Rodrigues Gonçalves |
author_role |
author |
author2 |
Pessoa, Ana Cláudia Rodrigues Gonçalves |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Sá, Carolina Figueiredo de Pessoa, Ana Cláudia Rodrigues Gonçalves |
description |
This case study aimed to analyze the literacy practices in a multi-graded rural classroom of a PNAIC participating teacher. As methodological procedures, we conducted classroom observations and semi-structured interviews, analysed through Bardin’s (2002) content analysis. We carried out a diagnostic class evaluation through written words, which were analyzed based on the theory of Psychogenesis of written language, and document analysis of PNAIC education notebooks - Rural Education (2013 edition). We noticed some “marks” of PNAIC during the observations, particularly concerning to the pedagogical perspective (CHARTIER, 2002) in working with literature books, literacy games and the appropriation of methodological appropriation of projects and didactic sequences. Keywords: Continuing teacher education. Literacy practices. Multi-graded classes. |
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/7114 10.5212/PraxEduc.v.11i1.0010 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/7114 |
identifier_str_mv |
10.5212/PraxEduc.v.11i1.0010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/7114/4764 |
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; 215-241 Práxis Educativa; Vol. 11 Núm. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 215-241 Práxis Educativa; V. 11 N. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 215-241 Práxis Educativa; v. 11 n. 1 (2016): Dossiê: Políticas de Formação de Professores Alfabetizadores; 215-241 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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1799317611001937920 |