A formação continuada de professores e seus reflexos no ensino da leitura nos anos iniciais

• Autor(a) principal: Santos, Marta Maria Minervino dos
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/1870
• topic: Formação continuada; Professores – Formação; Leitura; Língua portuguesa – Estudo e ensino; Prática pedagógica; Continuing education; Reading; Teaching of the portuguese language; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The present work "The continuous formation of teachers and their reflexes in the teaching of the reading in the initial years" had as main objective to understand the proposals of continuous formation of teachers of the initial years and their contributions to the teaching practice with respect to the teaching of reading. We understand that the continuous training approaches reading have been aiming to contribute to the achievement of advances and, consequently, changes in reading work with students in the 1st and 5th year of Elementary School. In this sense, we argue that it is important to research how continuing education is being offered and, above all, what are its contributions to teaching and reading learning in the initial years of Elementary School. To develop this work, we adopted qualitative research, with a multiple case study approach, we used as triangulation data. Data were collected through three sources: analysis of institutional programs of continuing education; Interviews and observation of teachers' practice. To do so, we conducted a survey on studies that dealt with the basic themes of research, namely: continuing education: Shön, (2000); Nóvoa, (1999), Imbernón (2010) among others; Reading: Kleiman (2011), Koch and Elias (2010); Leffa, (1996), among others; It was also important to study the programs: Gestar I (2007); Pro-literacy (2007); PNAIC (2012) that approach the reading from the relations between the subjects and their knowledge. The results indicate that continuing education contributes significantly to reading instruction in the initial years, which is already an advance, but, we find that teachers still find impasses to approach the knowledge acquired in continuing education to develop a meaningful learning experience. Reading, ie teachers, even after undergoing initial training (in pedagogy) and continuous formation, still find it difficult to use the concepts and guidelines for teaching reading in the classroom.