PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO

Detalhes bibliográficos
Autor(a) principal: Alferes, Marcia Aparecida
Data de Publicação: 2017
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPG
Texto Completo: http://tede2.uepg.br/jspui/handle/prefix/1229
Resumo: This thesis analysis the production of PNAIC (National Pact for Literacy in the Right Age, in its Portuguese acronym) in Federal Government scope (macro level) and how the actions of the Program were recontextualized by study supervisors and literacy teachers in continuous training (meso level), and inside the classroom by literacy teachers (micro level). It used concepts by Bernstein (1996, 2003) theory on structuration of pedadogical discourse and recontextualization process, as well contributions from the theory of policy enactment by Ball, Maguire and Braun (2016). The research had as base a qualitative study focused on the following aspects: a) study supervisors and literacy teachers continuous; and b) on literacy pedagogical practices developed with 1st, 2nd and 3rd years of Elementary School. It was developed in two schools of teaching municipal network of Ponta Grossa/PR. Data collection procedures were performed in the analysis of official and legal documents of PNAIC. In addition, the participant observation on the continuous training of study supervisors and literacy teachers in events carried out by the Municipal Secretary of Education and PNAIC Coordination of Ponta Grossa State University were consider for data collection. Participating observation on pedagogical practices in the literacy cycle (1st, 2nd and 3rd years on Elementary School) inside classrooms of two schools in Ponta Grossa town, state of Paraná were carried out for data collection. Interviews with PNAIC general coordinator; PNAIC local coordinator; PNAIC trainer; study supervisor; management and pedagogical team of two schools of municipal education network of Ponta Grossa, Paraná; and literacy teachers also composed the data collection. The thesis argued that PNAIC has elements of a mixed pedagogy based on the pedagogical models of competence and performance. Likewise, the study argued that PNAIC is recontextualized in meso and micro instances setting up different meanings and possibilities in the process of enactment. The results of the research indicate that, although comprehensive, necessary and relevant, the National Pact for Literacy at the Right Age (called PNAIC) presents potentialities, limits and challenges. Some of the potentialities are: PNAIC is a comprehensive program with well defined actions and strategies; it has specific materials for literacy classes; it takes advantage of school existing materials; it makes possible the participation of public universities in the elaboration of the material and education of teachers; it provides greater visibility of the areas of Geography, Art, History and Science, among others. As limitations, the main one is the discontinuity of PNAIC. In addition, there was no accountability for the investments made in the program; not all teachers who participated in the courses remained in the literacy cycle; the financial resources are not passed directly to the universities; and there is no democratic space to publicly debate PNAIC, with the teachers’ participation. The challenges are: the continuity of the program from a network education perspective; discussions about education and the role of the school; improvement in the material and working conditions of the teachers; pedagogical support for teachers at school, specially for beginners; constant monitoring of student learning; curriculum revision of teacher education courses
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spelling Mainardes, JeffersonCPF:573884282http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777713Y2Both, Ivo JoséCPF:60190680806http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781130Z9Brandalise, Mary ângela TeixeiraCPF:37428659949http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777602A6Cartaxo, Simone Regina ManossoCPF:71349197904http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4282024T0Cruz, Magna do Carmo SilvaCPF:68352735420http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4262536Y7CPF:02911497902http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4102716A2Alferes, Marcia Aparecida2017-07-21T20:31:34Z2017-03-032017-07-21T20:31:34Z2017-02-03ALFERES, Marcia Aparecida. National Pact for literacy in the Right Age: a contextual analysis of the policy production and recontextualization processes. 2017. 247 f. Tese (Doutorado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2017.http://tede2.uepg.br/jspui/handle/prefix/1229This thesis analysis the production of PNAIC (National Pact for Literacy in the Right Age, in its Portuguese acronym) in Federal Government scope (macro level) and how the actions of the Program were recontextualized by study supervisors and literacy teachers in continuous training (meso level), and inside the classroom by literacy teachers (micro level). It used concepts by Bernstein (1996, 2003) theory on structuration of pedadogical discourse and recontextualization process, as well contributions from the theory of policy enactment by Ball, Maguire and Braun (2016). The research had as base a qualitative study focused on the following aspects: a) study supervisors and literacy teachers continuous; and b) on literacy pedagogical practices developed with 1st, 2nd and 3rd years of Elementary School. It was developed in two schools of teaching municipal network of Ponta Grossa/PR. Data collection procedures were performed in the analysis of official and legal documents of PNAIC. In addition, the participant observation on the continuous training of study supervisors and literacy teachers in events carried out by the Municipal Secretary of Education and PNAIC Coordination of Ponta Grossa State University were consider for data collection. Participating observation on pedagogical practices in the literacy cycle (1st, 2nd and 3rd years on Elementary School) inside classrooms of two schools in Ponta Grossa town, state of Paraná were carried out for data collection. Interviews with PNAIC general coordinator; PNAIC local coordinator; PNAIC trainer; study supervisor; management and pedagogical team of two schools of municipal education network of Ponta Grossa, Paraná; and literacy teachers also composed the data collection. The thesis argued that PNAIC has elements of a mixed pedagogy based on the pedagogical models of competence and performance. Likewise, the study argued that PNAIC is recontextualized in meso and micro instances setting up different meanings and possibilities in the process of enactment. The results of the research indicate that, although comprehensive, necessary and relevant, the National Pact for Literacy at the Right Age (called PNAIC) presents potentialities, limits and challenges. Some of the potentialities are: PNAIC is a comprehensive program with well defined actions and strategies; it has specific materials for literacy classes; it takes advantage of school existing materials; it makes possible the participation of public universities in the elaboration of the material and education of teachers; it provides greater visibility of the areas of Geography, Art, History and Science, among others. As limitations, the main one is the discontinuity of PNAIC. In addition, there was no accountability for the investments made in the program; not all teachers who participated in the courses remained in the literacy cycle; the financial resources are not passed directly to the universities; and there is no democratic space to publicly debate PNAIC, with the teachers’ participation. The challenges are: the continuity of the program from a network education perspective; discussions about education and the role of the school; improvement in the material and working conditions of the teachers; pedagogical support for teachers at school, specially for beginners; constant monitoring of student learning; curriculum revision of teacher education coursesThis thesis analysis the production of PNAIC (National Pact for Literacy in the Right Age, inits Portuguese acronym) in Federal Government scope (macro level) and how the actions of the Program were recontextualized by study supervisors and literacy teachers in continuous training (meso level), and inside the classroom by literacy teachers (micro level). It used concepts by Bernstein (1996, 2003) theory on structuration of pedadogical discourse and recontextualization process, as well contributions from the theory of policy enactment by Ball, Maguire and Braun (2016). The research had as base a qualitative study focused on the following aspects: a) study supervisors and literacy teachers continuous; and b) on literacy pedagogical practices developed with 1st, 2nd and 3rd years of Elementary School. It was developed in two schools of teaching municipal network of Ponta Grossa/PR. Data collection procedures were performed in the analysis of official and legal documents of PNAIC. In addition, the participant observation on the continuous training of study supervisors and literacy teachers in events carried out by the Municipal Secretary of Education and PNAIC Coordination of Ponta Grossa State University were consider for data collection. Participating observation on pedagogical practices in the literacy cycle (1st, 2nd and 3rd years on Elementary School) inside classrooms of two schools in Ponta Grossa town, state of Paraná were carried out for data collection. Interviews with PNAIC general coordinator; PNAIC local coordinator; PNAIC trainer; study supervisor; management and pedagogical team of two schools of municipal education network of Ponta Grossa, Paraná; and literacy teachers also composed the data collection. The thesis argued that PNAIC has elements of a mixed pedagogy based on the pedagogical models of competence and performance. Likewise, the study argued that PNAIC is recontextualized in meso and micro instances setting up different meanings and possibilities in the process of enactment. The results of the research indicate that, although comprehensive, necessary and relevant, the National Pact for Literacy at the Right Age (called PNAIC) presents potentialities, limits and challenges. Some of the potentialities are: PNAIC is a comprehensive program with well defined actions and strategies; it has specific materials for literacy classes; it takes advantage of school existing materials; it makes possible the participation of public universities in the elaboration of the material and education of teachers;it provides greater visibility of the areas of Geography, Art, History and Science, among others. As limitations, the main one is the discontinuity of PNAIC. In addition, there was no accountability for the investments made in the program; not all teachers who participated in the courses remained in the literacy cycle; the financial resources are not passed directly to the universities; and there is no democratic space to publicly debate PNAIC, with the teachers’ participation. The challenges are: the continuity of the program from a network education perspective; discussions about education and the role of the school; improvement in the material and working conditions of the teachers; pedagogical support for teachers at school,specially for beginners; constant monitoring of student learning; curriculum revision of teacher education coursesMade available in DSpace on 2017-07-21T20:31:34Z (GMT). No. of bitstreams: 1 Marcia Aparecida Alferes.pdf: 3062095 bytes, checksum: 19301694f4af445188aeb6671eac1c5c (MD5) Previous issue date: 2017-02-03Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUNIVERSIDADE ESTADUAL DE PONTA GROSSAPrograma de Pós-Graduação em EducaçãoUEPGBREducaçãoliteracyeducation policyPNAICrecontextualizationliteracyeducation policyPNAICrecontextualizationCNPQ::CIENCIAS HUMANAS::EDUCACAOPACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃONational Pact for literacy in the Right Age: a contextual analysis of the policy production and recontextualization processesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPGinstname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGORIGINALMarcia Aparecida Alferes.pdfapplication/pdf3062095http://tede2.uepg.br/jspui/bitstream/prefix/1229/1/Marcia%20Aparecida%20Alferes.pdf19301694f4af445188aeb6671eac1c5cMD51prefix/12292017-07-21 17:31:34.102oai:tede2.uepg.br:prefix/1229Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.uepg.br/jspui/PUBhttp://tede2.uepg.br/oai/requestbicen@uepg.br||mv_fidelis@yahoo.com.bropendoar:2017-07-21T20:31:34Biblioteca Digital de Teses e Dissertações da UEPG - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.por.fl_str_mv PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
dc.title.alternative.eng.fl_str_mv National Pact for literacy in the Right Age: a contextual analysis of the policy production and recontextualization processes
title PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
spellingShingle PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
Alferes, Marcia Aparecida
literacy
education policy
PNAIC
recontextualization
literacy
education policy
PNAIC
recontextualization
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
title_full PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
title_fullStr PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
title_full_unstemmed PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
title_sort PACTO NACIONAL PELA ALFABETIZAÇÃO NA IDADE CERTA: UMA ANÁLISE CONTEXTUAL DA PRODUÇÃO DA POLÍTICA E DOS PROCESSOS DE RECONTEXTUALIZAÇÃO
author Alferes, Marcia Aparecida
author_facet Alferes, Marcia Aparecida
author_role author
dc.contributor.advisor1.fl_str_mv Mainardes, Jefferson
dc.contributor.advisor1ID.fl_str_mv CPF:573884282
dc.contributor.advisor1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777713Y2
dc.contributor.referee1.fl_str_mv Both, Ivo José
dc.contributor.referee1ID.fl_str_mv CPF:60190680806
dc.contributor.referee1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781130Z9
dc.contributor.referee2.fl_str_mv Brandalise, Mary ângela Teixeira
dc.contributor.referee2ID.fl_str_mv CPF:37428659949
dc.contributor.referee2Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4777602A6
dc.contributor.referee3.fl_str_mv Cartaxo, Simone Regina Manosso
dc.contributor.referee3ID.fl_str_mv CPF:71349197904
dc.contributor.referee3Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4282024T0
dc.contributor.referee4.fl_str_mv Cruz, Magna do Carmo Silva
dc.contributor.referee4ID.fl_str_mv CPF:68352735420
dc.contributor.referee4Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4262536Y7
dc.contributor.authorID.fl_str_mv CPF:02911497902
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4102716A2
dc.contributor.author.fl_str_mv Alferes, Marcia Aparecida
contributor_str_mv Mainardes, Jefferson
Both, Ivo José
Brandalise, Mary ângela Teixeira
Cartaxo, Simone Regina Manosso
Cruz, Magna do Carmo Silva
dc.subject.por.fl_str_mv literacy
education policy
PNAIC
recontextualization
topic literacy
education policy
PNAIC
recontextualization
literacy
education policy
PNAIC
recontextualization
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv literacy
education policy
PNAIC
recontextualization
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This thesis analysis the production of PNAIC (National Pact for Literacy in the Right Age, in its Portuguese acronym) in Federal Government scope (macro level) and how the actions of the Program were recontextualized by study supervisors and literacy teachers in continuous training (meso level), and inside the classroom by literacy teachers (micro level). It used concepts by Bernstein (1996, 2003) theory on structuration of pedadogical discourse and recontextualization process, as well contributions from the theory of policy enactment by Ball, Maguire and Braun (2016). The research had as base a qualitative study focused on the following aspects: a) study supervisors and literacy teachers continuous; and b) on literacy pedagogical practices developed with 1st, 2nd and 3rd years of Elementary School. It was developed in two schools of teaching municipal network of Ponta Grossa/PR. Data collection procedures were performed in the analysis of official and legal documents of PNAIC. In addition, the participant observation on the continuous training of study supervisors and literacy teachers in events carried out by the Municipal Secretary of Education and PNAIC Coordination of Ponta Grossa State University were consider for data collection. Participating observation on pedagogical practices in the literacy cycle (1st, 2nd and 3rd years on Elementary School) inside classrooms of two schools in Ponta Grossa town, state of Paraná were carried out for data collection. Interviews with PNAIC general coordinator; PNAIC local coordinator; PNAIC trainer; study supervisor; management and pedagogical team of two schools of municipal education network of Ponta Grossa, Paraná; and literacy teachers also composed the data collection. The thesis argued that PNAIC has elements of a mixed pedagogy based on the pedagogical models of competence and performance. Likewise, the study argued that PNAIC is recontextualized in meso and micro instances setting up different meanings and possibilities in the process of enactment. The results of the research indicate that, although comprehensive, necessary and relevant, the National Pact for Literacy at the Right Age (called PNAIC) presents potentialities, limits and challenges. Some of the potentialities are: PNAIC is a comprehensive program with well defined actions and strategies; it has specific materials for literacy classes; it takes advantage of school existing materials; it makes possible the participation of public universities in the elaboration of the material and education of teachers; it provides greater visibility of the areas of Geography, Art, History and Science, among others. As limitations, the main one is the discontinuity of PNAIC. In addition, there was no accountability for the investments made in the program; not all teachers who participated in the courses remained in the literacy cycle; the financial resources are not passed directly to the universities; and there is no democratic space to publicly debate PNAIC, with the teachers’ participation. The challenges are: the continuity of the program from a network education perspective; discussions about education and the role of the school; improvement in the material and working conditions of the teachers; pedagogical support for teachers at school, specially for beginners; constant monitoring of student learning; curriculum revision of teacher education courses
publishDate 2017
dc.date.accessioned.fl_str_mv 2017-07-21T20:31:34Z
dc.date.available.fl_str_mv 2017-03-03
2017-07-21T20:31:34Z
dc.date.issued.fl_str_mv 2017-02-03
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dc.identifier.citation.fl_str_mv ALFERES, Marcia Aparecida. National Pact for literacy in the Right Age: a contextual analysis of the policy production and recontextualization processes. 2017. 247 f. Tese (Doutorado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2017.
dc.identifier.uri.fl_str_mv http://tede2.uepg.br/jspui/handle/prefix/1229
identifier_str_mv ALFERES, Marcia Aparecida. National Pact for literacy in the Right Age: a contextual analysis of the policy production and recontextualization processes. 2017. 247 f. Tese (Doutorado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2017.
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dc.publisher.department.fl_str_mv Educação
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