Saberes em Alfabetização: narrativas de professores alfabetizadores da Rede Municipal de Educação de Duque de Caxias

• Autor(a) principal: Baptista, Alessandra Ribeiro
• Data de Publicação: 2011
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/10153
• topic: Knowledge in literacy; Narratives of literacy teachers; Dimensions of knowledge in literacy; Saberes em alfabetização; Narrativas de professoras; Prática pedagógica; Professores alfabetizadores; Prática de ensino; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study aims to reveal singularities of knowledge in literacy in the context of the Municipal Education Duque de Caxias, taking as object of analysis of narratives identified as literacy teachers. Especially seeks to verify the knowledge that these narratives are, for the group studied, the structural axes of teacher professionalism (literacy). The reasons why this research proposes are echoed in studies dealing with the issue of teacher training, the teaching profession and teacher knowledge whose theoretical source inspiring authors such as: Nóvoa (1992, 1995), Tardif (2000, 2002), Schön (2000) and Ardoino (1969, 1998). Based on these authors are explicit nodal issues considered, both in terms of initial and continuing training of teachers and the teaching practice school itself. They are: dimensions of literacy knowledge, creation and appropriation of knowledge by the teacher and the narrative as an expression of singularities. In the present study, teacher knowledge are identified from the narratives of the teacher. Therefore, we use the narrative as a chance to grasp the implications of personal brands built on individual trajectory, and allows the expression of the time and the teacher's voice. And also provide the basis for the preparation of new proposals for teacher training. From the results it is possible to realize that teaching knowledge are constructed through representations about teaching, learning and knowledge that the subject builds on establishing relationships throughout its history. Thus, the initial and continuing training becomes effective when it allows and encourages teachers to review their processes of self-constitution and their relations with their practices.