A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos.
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Ceará (UFC) |
Texto Completo: | http://www.repositorio.ufc.br/handle/riufc/53274 |
Resumo: | This study aimed to analyze the social representation on the literacy of teachers in the literacy cycle of Fortaleza - CE. For this, we sought to describe initially describe the organizational structure of the elements that make up the central and peripheral systems of the social representation of teachers about literacy, establish meanings for the elements of teachers’social representation about literacy from the position they occupy in their central and peripheral systems, as well as to relate the organizational structure of the central and peripheral systems of the representation of teachers with the positions of these about the teaching of literacy. We are based on the assumptions of Moscovici's Theory of Social Representations (1978), based on the approaches of Abric (1994; 2001), Flament (0000) and Doise (2001), also using some assumptions of Denise Jodelet (2001). We also used contributions from Soares (2005; 2017), Kleiman (2008) and Mortatti (2004) on the concept of literacy and its different meanings, from the perspective of the New Studies of Literacy – NEL (STREET, 1984; 2000; 2014). The research is qualitative in nature, although we have used some quantitative procedures to outline scenarios whose numerical data contribute in a complementary way. The instruments and techniques used are based on the Central Nucleus Theory (ABRIC, 2001; 2003), which is: the free association of words, the hierarchization of items, the questioning technique, as well as semi-structured interviews with teachers of the literacy cycle of Fortaleza - CE. The results obtained suggest that, for these teachers, being literate implies building a knowledge about the social world from the appropriation of reading, as an activity of appropriation of the conventions of the alphabetic writing system. This understanding occurred after identifying world knowledge/reading as being the main element within the central nucleus of RS and the terms make social use and understanding as its adjunct elements, followed by the evocations reading and literacy as being the entrance of the peripheral system. The instability of these last two terms and the semantic particularizations presented by the assigned meanings distanced these cognitions from the centrality of representation. Based on this semantic organization, we identified two major positions brought by teachers in relation to the teaching of literacy: literacy as "starting line" and literacy as "finish line". According to the first, the teaching of literacy is made from the valorization of the students' previous knowledge, seen as a "box of elements" necessary for the learning of writing. The second suggests the teaching of literacy as a lens to see the world, this being a finish line in the learning of writing. Therefore, we conclude that the social representation of teachers on literacy, guided by the central element - knowledge/reading of the world - meets the functional demands related to the context of responses to proficiency goals established by the evaluation system of the municipal network of Fortaleza - CE. These meanings, individualized by the subjects, endorse a "literacy literacy" constituted in the dissociation between the processes of literacy and literacy, and the mastery of the alphabetic writing system is an initial phase and the social use of reading and writing something to be achieved at the end of the process. |
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A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos.Letramento.Representações Sociais.Professores alfabetizadores.This study aimed to analyze the social representation on the literacy of teachers in the literacy cycle of Fortaleza - CE. For this, we sought to describe initially describe the organizational structure of the elements that make up the central and peripheral systems of the social representation of teachers about literacy, establish meanings for the elements of teachers’social representation about literacy from the position they occupy in their central and peripheral systems, as well as to relate the organizational structure of the central and peripheral systems of the representation of teachers with the positions of these about the teaching of literacy. We are based on the assumptions of Moscovici's Theory of Social Representations (1978), based on the approaches of Abric (1994; 2001), Flament (0000) and Doise (2001), also using some assumptions of Denise Jodelet (2001). We also used contributions from Soares (2005; 2017), Kleiman (2008) and Mortatti (2004) on the concept of literacy and its different meanings, from the perspective of the New Studies of Literacy – NEL (STREET, 1984; 2000; 2014). The research is qualitative in nature, although we have used some quantitative procedures to outline scenarios whose numerical data contribute in a complementary way. The instruments and techniques used are based on the Central Nucleus Theory (ABRIC, 2001; 2003), which is: the free association of words, the hierarchization of items, the questioning technique, as well as semi-structured interviews with teachers of the literacy cycle of Fortaleza - CE. The results obtained suggest that, for these teachers, being literate implies building a knowledge about the social world from the appropriation of reading, as an activity of appropriation of the conventions of the alphabetic writing system. This understanding occurred after identifying world knowledge/reading as being the main element within the central nucleus of RS and the terms make social use and understanding as its adjunct elements, followed by the evocations reading and literacy as being the entrance of the peripheral system. The instability of these last two terms and the semantic particularizations presented by the assigned meanings distanced these cognitions from the centrality of representation. Based on this semantic organization, we identified two major positions brought by teachers in relation to the teaching of literacy: literacy as "starting line" and literacy as "finish line". According to the first, the teaching of literacy is made from the valorization of the students' previous knowledge, seen as a "box of elements" necessary for the learning of writing. The second suggests the teaching of literacy as a lens to see the world, this being a finish line in the learning of writing. Therefore, we conclude that the social representation of teachers on literacy, guided by the central element - knowledge/reading of the world - meets the functional demands related to the context of responses to proficiency goals established by the evaluation system of the municipal network of Fortaleza - CE. These meanings, individualized by the subjects, endorse a "literacy literacy" constituted in the dissociation between the processes of literacy and literacy, and the mastery of the alphabetic writing system is an initial phase and the social use of reading and writing something to be achieved at the end of the process.O presente estudo buscou analisar a representação social sobre o letramento de professores do ciclo de alfabetização de Fortaleza - CE. Para isto, buscamos, inicialmente, descrever a estrutura organizacional dos elementos que compõem os sistemas central e periférico da representação social dos professores sobre o letramento, estabelecer significações para os elementos da representação social dos professores sobre o letramento a partir da posição que eles ocupam nos seus sistemas central e periférico, bem como relacionar a estrutura organizacional dos sistemas central e periférico da representação dos professores com os posicionamentos destes acerca do ensino do letramento. Baseamo-nos nos pressupostos da Teoria das Representações Sociais de Moscovici (1978), fundamentando-nos nas abordagens de Abric (1994; 2001), Flament (1994) e Doise (2001), recorrendo ainda, a alguns pressupostos de Denise Jodelet (2001). Também utilizamos contribuições de Soares (2005; 2017), Kleiman (2008) e Mortatti (2004) sobre o conceito de letramento e suas diferentes significações, sob a perspectiva dos Novos Estudos do Letramento – NEL (STREET, 1984; 2000; 2014). A investigação é de natureza qualitativa, ainda que tenhamos utilizado alguns procedimentos quantitativos para delinear cenários cujos dados numéricos contribuam de forma complementar. Os instrumentos e técnicas usados se baseiam na Teoria do Núcleo Central (ABRIC, 2001; 2003), sendo eles: a associação livre de palavras, a hierarquização de itens, a técnica do questionamento, além de entrevistas semiestruturadas com professores do ciclo de alfabetização de Fortaleza – CE. Os resultados obtidos sugerem que, para esses professores, ser letrado implica construir um conhecimento acerca do mundo social a partir da apropriação da leitura, enquanto atividade de apropriação das convenções do sistema de escrita alfabética. Essa compreensão se deu após identificarmos conhecimento/leitura de mundo como sendo o elemento principal dentro do núcleo central da RS e os termos fazer uso social e compreensão como seus elementos adjuntos, seguidos pelas evocações leitura e alfabetização como sendo a entrada do sistema periférico. A instabilidade desses dois últimos termos e as particularizações semânticas apresentadas pelos sentidos atribuídos distanciaram essas cognições da centralidade da representação. Com base nessa organização semântica, identificamos dois grandes posicionamentos trazidos pelos professores em relação ao ensino do letramento: letramento como “linha de partida” e letramento como “linha de chegada”. De acordo com o primeiro, o ensino do letramento se faz a partir da valorização dos conhecimentos prévios dos alunos, vistos como uma “caixa de elementos” necessários para a aprendizagem da escrita. Já o segundo, sugere o ensino do letramento como uma lente para ver o mundo, sendo isto uma linha de chegada na aprendizagem da escrita. Diante disso, concluímos que a representação social dos professores sobre o letramento, guiados pelo elemento central – conhecimento/leitura de mundo - atende às demandas funcionais relacionadas ao contexto de respostas às metas de proficiência estabelecidas pelo sistema de avaliação da rede municipal de Fortaleza - CE. Esses sentidos, particularizados pelos sujeitos, endossam um “alfabetizar letrando” constituído na dissociação entre os processos de alfabetização e letramento, sendo o domínio do sistema de escrita alfabética uma fase inicial e o uso social da leitura e da escrita algo a se alcançar no final do processo.Dieb, Messias HolandaAlmeida, Elaine Vieira de2020-08-03T15:28:50Z2020-08-03T15:28:50Z2020info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfALMEIDA, Elaine Vieira de A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamento. 2020. 113f. Dissertação (Mestrado) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza (CE), 2020.http://www.repositorio.ufc.br/handle/riufc/53274porreponame:Repositório Institucional da Universidade Federal do Ceará (UFC)instname:Universidade Federal do Ceará (UFC)instacron:UFCinfo:eu-repo/semantics/openAccess2020-08-03T15:28:50Zoai:repositorio.ufc.br:riufc/53274Repositório InstitucionalPUBhttp://www.repositorio.ufc.br/ri-oai/requestbu@ufc.br || repositorio@ufc.bropendoar:2024-09-11T18:34:28.373404Repositório Institucional da Universidade Federal do Ceará (UFC) - Universidade Federal do Ceará (UFC)false |
dc.title.none.fl_str_mv |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. |
title |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. |
spellingShingle |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. Almeida, Elaine Vieira de Letramento. Representações Sociais. Professores alfabetizadores. |
title_short |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. |
title_full |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. |
title_fullStr |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. |
title_full_unstemmed |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. |
title_sort |
A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamentos. |
author |
Almeida, Elaine Vieira de |
author_facet |
Almeida, Elaine Vieira de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Dieb, Messias Holanda |
dc.contributor.author.fl_str_mv |
Almeida, Elaine Vieira de |
dc.subject.por.fl_str_mv |
Letramento. Representações Sociais. Professores alfabetizadores. |
topic |
Letramento. Representações Sociais. Professores alfabetizadores. |
description |
This study aimed to analyze the social representation on the literacy of teachers in the literacy cycle of Fortaleza - CE. For this, we sought to describe initially describe the organizational structure of the elements that make up the central and peripheral systems of the social representation of teachers about literacy, establish meanings for the elements of teachers’social representation about literacy from the position they occupy in their central and peripheral systems, as well as to relate the organizational structure of the central and peripheral systems of the representation of teachers with the positions of these about the teaching of literacy. We are based on the assumptions of Moscovici's Theory of Social Representations (1978), based on the approaches of Abric (1994; 2001), Flament (0000) and Doise (2001), also using some assumptions of Denise Jodelet (2001). We also used contributions from Soares (2005; 2017), Kleiman (2008) and Mortatti (2004) on the concept of literacy and its different meanings, from the perspective of the New Studies of Literacy – NEL (STREET, 1984; 2000; 2014). The research is qualitative in nature, although we have used some quantitative procedures to outline scenarios whose numerical data contribute in a complementary way. The instruments and techniques used are based on the Central Nucleus Theory (ABRIC, 2001; 2003), which is: the free association of words, the hierarchization of items, the questioning technique, as well as semi-structured interviews with teachers of the literacy cycle of Fortaleza - CE. The results obtained suggest that, for these teachers, being literate implies building a knowledge about the social world from the appropriation of reading, as an activity of appropriation of the conventions of the alphabetic writing system. This understanding occurred after identifying world knowledge/reading as being the main element within the central nucleus of RS and the terms make social use and understanding as its adjunct elements, followed by the evocations reading and literacy as being the entrance of the peripheral system. The instability of these last two terms and the semantic particularizations presented by the assigned meanings distanced these cognitions from the centrality of representation. Based on this semantic organization, we identified two major positions brought by teachers in relation to the teaching of literacy: literacy as "starting line" and literacy as "finish line". According to the first, the teaching of literacy is made from the valorization of the students' previous knowledge, seen as a "box of elements" necessary for the learning of writing. The second suggests the teaching of literacy as a lens to see the world, this being a finish line in the learning of writing. Therefore, we conclude that the social representation of teachers on literacy, guided by the central element - knowledge/reading of the world - meets the functional demands related to the context of responses to proficiency goals established by the evaluation system of the municipal network of Fortaleza - CE. These meanings, individualized by the subjects, endorse a "literacy literacy" constituted in the dissociation between the processes of literacy and literacy, and the mastery of the alphabetic writing system is an initial phase and the social use of reading and writing something to be achieved at the end of the process. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-03T15:28:50Z 2020-08-03T15:28:50Z 2020 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
ALMEIDA, Elaine Vieira de A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamento. 2020. 113f. Dissertação (Mestrado) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza (CE), 2020. http://www.repositorio.ufc.br/handle/riufc/53274 |
identifier_str_mv |
ALMEIDA, Elaine Vieira de A representação social de professores do ciclo de alfabetização sobre o letramento: analisando sentidos e posicionamento. 2020. 113f. Dissertação (Mestrado) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza (CE), 2020. |
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http://www.repositorio.ufc.br/handle/riufc/53274 |
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