LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations
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Data de Publicação: | 2023 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Exitus |
Texto Completo: | https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2433 |
Resumo: | This paper aims to reflect about the literacy constitution and teachers’ authorship, from the mobilization of know-how of a teacher in a third year of elementary school. Therefore, this paper started with the following question: what extent literacy and teaching professional authorship are constituted in continued education and are mobilized in the context of classroom? To achieve the answers, it was observed that the teacher, in the period of September 2020 and April 2022, in the context of specific continued education about social practices (orality, reading and writing), which occurred at the Social Practices Research, Language and Learning-teaching on Teaching Education Project (IEMCI/UFPA); and in the period from February and March of 2022 in the classroom. The approach of Literacy Studies (Street, 2013; 2014; Kleiman, 2005; Freire, 2017; Nóvoa, 2009) and the dialogic perspective of language (Bakhtin, 2011 [1979]; Volóchinov, 2018 [1929]) compose a theorical-methodological framework of this study. As criteria to the analyses, it buoyed up the concepts of literacy and authorship from two categories: ethical responsibility (Bakhtin, 2011[1979]) and concepts of knowledge (Tardif, 2014). The results indicate that the literacy and teaching authorship are constituted in the continued education, reverberating in the classroom in ethical responsibility (Bakhtin, 2011 [1979]); consideration between other-student (Bakhtin, 2011 [1979]); assumption of theory and practice (Freire, 2017); conscience of unfinished (Freire, 2017); active participant attitude; conscience of teaching acting; cultural identity and class refraction and knowledge intersection – cultural and scientific. |
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LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelationsALFABETIZACIÓN Y AUTORÍA DOCENTE PROFESIONAL: la práctica de una maestra de 3er grado de una escula primaria y sus revelacionesLETRAMENTO E AUTORIA PROFISSIONAIS DOCENTES: a prática de uma professora do 3º ano do ensino fundamental e suas revelaçõesAlfabetización Profesional Docente. Autoría Profesional Docente. Formación Continua.Professional teaching literacy; Professional teaching authorship; Continued education.LetramentoProfissional DocenteAutoria Profissional DocenteFormação ContinuadaThis paper aims to reflect about the literacy constitution and teachers’ authorship, from the mobilization of know-how of a teacher in a third year of elementary school. Therefore, this paper started with the following question: what extent literacy and teaching professional authorship are constituted in continued education and are mobilized in the context of classroom? To achieve the answers, it was observed that the teacher, in the period of September 2020 and April 2022, in the context of specific continued education about social practices (orality, reading and writing), which occurred at the Social Practices Research, Language and Learning-teaching on Teaching Education Project (IEMCI/UFPA); and in the period from February and March of 2022 in the classroom. The approach of Literacy Studies (Street, 2013; 2014; Kleiman, 2005; Freire, 2017; Nóvoa, 2009) and the dialogic perspective of language (Bakhtin, 2011 [1979]; Volóchinov, 2018 [1929]) compose a theorical-methodological framework of this study. As criteria to the analyses, it buoyed up the concepts of literacy and authorship from two categories: ethical responsibility (Bakhtin, 2011[1979]) and concepts of knowledge (Tardif, 2014). The results indicate that the literacy and teaching authorship are constituted in the continued education, reverberating in the classroom in ethical responsibility (Bakhtin, 2011 [1979]); consideration between other-student (Bakhtin, 2011 [1979]); assumption of theory and practice (Freire, 2017); conscience of unfinished (Freire, 2017); active participant attitude; conscience of teaching acting; cultural identity and class refraction and knowledge intersection – cultural and scientific.Esta investigación tiene como objetivo reflexionar sobre la constitución de la alfabetización y la autoría de los profesores, a partir de la movilización del saber hacer de una profesora de 3er grado de una escuela primaria. Para esto, partimos de la siguiente pregunta: ¿en qué medida la alfabetización y la autoría docente profesional se constituyen en la formación continua y se movilizan en el contexto de la clase? Para llegar a las respuestas, la docente fue observada, desde septiembre de 2020 hasta abril de 2022, en el contexto de formación continua específica sobre prácticas lingüísticas (oralidad, lectura y escritura), que se desarrolló en el Proyecto de Investigación Prácticas Socioculturales, lenguas y procesos de enseñanza y aprendizaje en la formación docente (IEMCI/UFPA); también, de febrero a marzo de 2022 en su clase. El enfoque de los Estudios de Alfabetización (Street, 2013; 2014; Kleiman, 2005; Freire, 2017; Nóvoa, 2009) y la perspectiva dialógica del lenguaje (Bakhtin, 2011 [1979]; Volóchinov, 2018 [1929]) constituyen el marco teórico - metodología del estudio. Como criterio para el análisis, los conceptos de alfabetización y autoría se basaron en las categorías: responsabilidad ética (Bakhtin, 2011[1979]) y concepciones de conocimiento (Tardif, 2014). Los resultados indicaron que la alfabetización y la autoría del docente están formados de la formación permanente, con repercusiones en la clase: responsabilidad ética (Bakhtin, 2011 [1979]); consideración del otro-alumno (Bakhtin, 2011 [1979]); asunción de teoría y práctica (Freire, 2017); conciencia de los asuntos pendientes (Freire, 2017); actitud activa del participante; conciencia de la acción docente; refracción de la identidad cultural y de clase e intersección de saberes – culturales y científicos.Este trabalho objetiva refletir sobre a constituição do letramento e da autoria docentes, a partir da mobilização do saber-fazer de uma professora do 3º ano do ensino fundamental. Para tanto, partiu-se da seguinte questão: em que medida o letramento e a autoria profissionais docentes são constituídos em formação continuada e são mobilizados no contexto da sala de aula? Para chegar às respostas, observou-se a professora, no período de setembro de 2020 a abril de 2022, em contexto de formação continuada específica sobre as práticas de linguagem (oralidade, leitura e escrita), ocorridas no bojo do Projeto de Pesquisa Práticas socioculturais, linguagens e processos de ensino e aprendizagem na formação docente (IEMCI/UFPA); e no período de fevereiro a março de 2022 em sua sala de aula. A abordagem dos Estudos de Letramento (Street, 2013; 2014; Kleiman, 2005; Freire, 2017; Nóvoa, 2009) e a perspectiva dialógica da linguagem (Bakhtin, 2011 [1979]; Volóchinov, 2018 [1929]) compõem o arcabouço teórico-metodológico do estudo. Como critérios para a análise, balizamos os conceitos de letramento e de autoria a partir das categorias: responsabilidade ética (Bakhtin, 2011[1979]) e concepções do saber (Tardif, 2014). Os resultados indicaram que o letramento e a autoria da docente são constituídos na formação continuada, repercutindo na sala de aula em: responsabilidade ética (Bakhtin, 2011 [1979]); consideração do outro-aluno (Bakhtin, 2011 [1979]); assunção da teoria e prática (Freire, 2017); consciência do inacabamento (Freire, 2017); atitude ativa participante; consciência do agir docente; refração da identidade cultural e da aula e intersecção de saberes – culturais e científicos.Universidade Federal do Oeste do Pará/UFOPA2023-10-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/243310.24065/re.v13i1.2433Revista Exitus; v. 13 (2023); e0230602237-9460reponame:Revista Exitusinstname:Universidade Federal do Oeste do Pará (UFOPA)instacron:UFOPAporhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2433/1457Copyright (c) 2023 Missilene Silva Barreto, Isabel Cristina França dos Santos Rodrigueshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva Barreto, MissileneFrança dos Santos Rodrigues, Isabel Cristina 2023-09-28T18:25:47Zoai:ojs.pkp.sfu.ca:article/2433Revistahttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/indexPUBhttps://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/oai||revistaicedufopa@gmail.com2237-94602236-2983opendoar:2024-01-24T12:48:35.437213Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA)false |
dc.title.none.fl_str_mv |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations ALFABETIZACIÓN Y AUTORÍA DOCENTE PROFESIONAL: la práctica de una maestra de 3er grado de una escula primaria y sus revelaciones LETRAMENTO E AUTORIA PROFISSIONAIS DOCENTES: a prática de uma professora do 3º ano do ensino fundamental e suas revelações |
title |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations |
spellingShingle |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations Silva Barreto, Missilene Alfabetización Profesional Docente. Autoría Profesional Docente. Formación Continua. Professional teaching literacy; Professional teaching authorship; Continued education. Letramento Profissional Docente Autoria Profissional Docente Formação Continuada |
title_short |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations |
title_full |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations |
title_fullStr |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations |
title_full_unstemmed |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations |
title_sort |
LITERACY AND PROFESSIONAL TEACHING: a practice of third year teacher and her revelations |
author |
Silva Barreto, Missilene |
author_facet |
Silva Barreto, Missilene França dos Santos Rodrigues, Isabel Cristina |
author_role |
author |
author2 |
França dos Santos Rodrigues, Isabel Cristina |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Silva Barreto, Missilene França dos Santos Rodrigues, Isabel Cristina |
dc.subject.por.fl_str_mv |
Alfabetización Profesional Docente. Autoría Profesional Docente. Formación Continua. Professional teaching literacy; Professional teaching authorship; Continued education. Letramento Profissional Docente Autoria Profissional Docente Formação Continuada |
topic |
Alfabetización Profesional Docente. Autoría Profesional Docente. Formación Continua. Professional teaching literacy; Professional teaching authorship; Continued education. Letramento Profissional Docente Autoria Profissional Docente Formação Continuada |
description |
This paper aims to reflect about the literacy constitution and teachers’ authorship, from the mobilization of know-how of a teacher in a third year of elementary school. Therefore, this paper started with the following question: what extent literacy and teaching professional authorship are constituted in continued education and are mobilized in the context of classroom? To achieve the answers, it was observed that the teacher, in the period of September 2020 and April 2022, in the context of specific continued education about social practices (orality, reading and writing), which occurred at the Social Practices Research, Language and Learning-teaching on Teaching Education Project (IEMCI/UFPA); and in the period from February and March of 2022 in the classroom. The approach of Literacy Studies (Street, 2013; 2014; Kleiman, 2005; Freire, 2017; Nóvoa, 2009) and the dialogic perspective of language (Bakhtin, 2011 [1979]; Volóchinov, 2018 [1929]) compose a theorical-methodological framework of this study. As criteria to the analyses, it buoyed up the concepts of literacy and authorship from two categories: ethical responsibility (Bakhtin, 2011[1979]) and concepts of knowledge (Tardif, 2014). The results indicate that the literacy and teaching authorship are constituted in the continued education, reverberating in the classroom in ethical responsibility (Bakhtin, 2011 [1979]); consideration between other-student (Bakhtin, 2011 [1979]); assumption of theory and practice (Freire, 2017); conscience of unfinished (Freire, 2017); active participant attitude; conscience of teaching acting; cultural identity and class refraction and knowledge intersection – cultural and scientific. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-10-12 |
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://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2433 10.24065/re.v13i1.2433 |
url |
https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2433 |
identifier_str_mv |
10.24065/re.v13i1.2433 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://portaldeperiodicos.ufopa.edu.br/index.php/revistaexitus/article/view/2433/1457 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Missilene Silva Barreto, Isabel Cristina França dos Santos Rodrigues https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Missilene Silva Barreto, Isabel Cristina França dos Santos Rodrigues https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Oeste do Pará/UFOPA |
publisher.none.fl_str_mv |
Universidade Federal do Oeste do Pará/UFOPA |
dc.source.none.fl_str_mv |
Revista Exitus; v. 13 (2023); e023060 2237-9460 reponame:Revista Exitus instname:Universidade Federal do Oeste do Pará (UFOPA) instacron:UFOPA |
instname_str |
Universidade Federal do Oeste do Pará (UFOPA) |
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UFOPA |
institution |
UFOPA |
reponame_str |
Revista Exitus |
collection |
Revista Exitus |
repository.name.fl_str_mv |
Revista Exitus - Universidade Federal do Oeste do Pará (UFOPA) |
repository.mail.fl_str_mv |
||revistaicedufopa@gmail.com |
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1799711040311656448 |