PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFPB |
Texto Completo: | https://repositorio.ufpb.br/jspui/handle/123456789/22639 |
Resumo: | Based on the assumption that, in Brazil, thousands of children are still reaching the 4th grade, or even the 5th grade of elementary school, without being successful in the reading process, we have decided to observe the echoes of the formation of the National Pact for Literacy at the Correct Age (PNAIC) in inland rural schools of the state of Paraiba. Thus, this work aims at understanding how the formation of the PNAIC, which is specific to rural education, has contributed to the improvement of the performance of the students' reading skills. We raised as a thesis the idea that the proposal of the PNAIC records, with emphasis on the constitutive heterogeneity of Education in the Field, contributed to the teacher protagonism in the implementation of the work with reading in the classroom. Our discussions are based on studies by Bakhtin ( 1986), Soares (2003; 2004; 2012), Rojo (2013), Kleiman (1995; 2005; 2009), Geraldi (2011), Marcuschi (2008), Arroyo (2009) and, particularly, the PNAIC Material for the rural education. The study was developed through a qualitative descriptive approach developed within the scope of two municipal schools in the countryside (one in the municipality of Taperoá - PB and the other in the municipality of Queimadas - PB) The corpus consisted of students of two groups of 3rd grade multi-grade classes of the countryside and their respective teachers. The data were collected during our visit to the schools in the second semester 2018, through a semi-structured questionnaire for teachers, andaudio recorded interview for the students. The analyzes were carried out in two categories: 1. Teachers 'voices, 2. Students' voices. When analyzing the “Teachers' Voices”, we found that not only did they positively evaluate the PNAIC training courses, but they also enjoyed the activity, and they somehow managed to put into practice and successfully proposed methodologies in those training courses. The analysis of the “Students' voices” makes it clear that they enjoyed the reading strategies proposed by the teachers, and that they also self-developed a taste for reading. Hence, it was possible to confirm our thesis that the proposal of the PNAIC records regarding the constitutive heterogeneity of Rural Education has contributed to the teacher's role in the implementation of reading skill in the classroom. |
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PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da ParaíbaPNAICFormação de professoresLeitura e escritaMultisseriadoEducação do campoTeacher trainingReading and writingMulti-gradesRural educationCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICABased on the assumption that, in Brazil, thousands of children are still reaching the 4th grade, or even the 5th grade of elementary school, without being successful in the reading process, we have decided to observe the echoes of the formation of the National Pact for Literacy at the Correct Age (PNAIC) in inland rural schools of the state of Paraiba. Thus, this work aims at understanding how the formation of the PNAIC, which is specific to rural education, has contributed to the improvement of the performance of the students' reading skills. We raised as a thesis the idea that the proposal of the PNAIC records, with emphasis on the constitutive heterogeneity of Education in the Field, contributed to the teacher protagonism in the implementation of the work with reading in the classroom. Our discussions are based on studies by Bakhtin ( 1986), Soares (2003; 2004; 2012), Rojo (2013), Kleiman (1995; 2005; 2009), Geraldi (2011), Marcuschi (2008), Arroyo (2009) and, particularly, the PNAIC Material for the rural education. The study was developed through a qualitative descriptive approach developed within the scope of two municipal schools in the countryside (one in the municipality of Taperoá - PB and the other in the municipality of Queimadas - PB) The corpus consisted of students of two groups of 3rd grade multi-grade classes of the countryside and their respective teachers. The data were collected during our visit to the schools in the second semester 2018, through a semi-structured questionnaire for teachers, andaudio recorded interview for the students. The analyzes were carried out in two categories: 1. Teachers 'voices, 2. Students' voices. When analyzing the “Teachers' Voices”, we found that not only did they positively evaluate the PNAIC training courses, but they also enjoyed the activity, and they somehow managed to put into practice and successfully proposed methodologies in those training courses. The analysis of the “Students' voices” makes it clear that they enjoyed the reading strategies proposed by the teachers, and that they also self-developed a taste for reading. Hence, it was possible to confirm our thesis that the proposal of the PNAIC records regarding the constitutive heterogeneity of Rural Education has contributed to the teacher's role in the implementation of reading skill in the classroom.NenhumaPartindo do pressuposto de que milhares de crianças, em todo o Brasil, ainda chegam ao 4º ano, ou até mesmo ao 5º ano do ensino fundamental, sem conseguir obter bom êxito no processo de leitura, resolvemos observar os ecos da formação do Pacto Nacional de Alfabetização na idade Certa (PNAIC), em escolas do campo no interior da Paraíba. Desse modo, esse trabalho tem como objetivo compreender como a formação do PNAIC específica para a educação do campo contribuiu para a melhora do desempenho das habilidades leitoras dos alunos. Levantamos como tese a ideia de que a proposta dos cadernos do PNAIC com destaque para a heterogeneidade constitutiva da Educação do Campo contribuiu para o protagonismo do professor na implementação do trabalho com a leitura em sala de aula. Apoiamos nossas discussões nos estudos de Bakhtin (1986), Soares (2003; 2004; 2012), Rojo (2013), Kleiman (1995; 2005; 2009), Geraldi (2011), Marcuschi (2008), Arroyo (2009) e, naturalmente, o Material do PNAIC para a educação do campo. O estudo foi desenvolvido através de uma abordagem qualitativa descritiva desenvolvido no âmbito de duas escolas municipais do campo (uma no Município de Taperoá – PB e a outra no município de Queimadas – PB) O corpus se constituiu por alunos do 3º ano de duas turmas multiseriadas do campo e suas respectivas professoras. Os dados da pesquisa foram coletados por ocasião da nossa visita às escolas, no segundo semestre de 2018, através de questionário semi-estruturado para as professoras e entrevistas gravadas em áudios com os alunos. As análises foram realizadas em duas categorias: 1. Vozes das professoras, 2. Vozes dos alunos. Ao analisarmos as “Vozes dos professores” depreendemos que os mesmos não só avaliam positivamente as formações do PNAIC, como gostaram de participar das mesmas e conseguiram, de certa forma, colocar em prática e com êxito metodologias propostas nas referidas formações. De encontro a essas observações, as “Vozes dos alunos” deixam claro que gostaram das estratégias de leitura propostas pelas professoras e que as mesmas desenvolvem neles o gosto pela leitura. Desse modo, foi possível confirmar a nossa tese de que a proposta dos cadernos do PNAIC com destaque para a heterogeneidade constitutiva da Educação do Campo contribuiu para o protagonismo do professor na implementação do trabalho com a leitura em sala de aula.Universidade Federal da ParaíbaBrasilLinguísticaPrograma de Pós-Graduação em LinguísticaUFPBFaria, Evangelina Maria Brito dehttp://lattes.cnpq.br/1042071001002488Farias, Angélica Torres Vilar de2022-04-06T14:00:47Z2021-12-222022-04-06T14:00:47Z2021-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/22639porAttribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2022-04-08T12:03:48Zoai:repositorio.ufpb.br:123456789/22639Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2022-04-08T12:03:48Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false |
dc.title.none.fl_str_mv |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba |
title |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba |
spellingShingle |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba Farias, Angélica Torres Vilar de PNAIC Formação de professores Leitura e escrita Multisseriado Educação do campo Teacher training Reading and writing Multi-grades Rural education CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
title_short |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba |
title_full |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba |
title_fullStr |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba |
title_full_unstemmed |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba |
title_sort |
PNAIC e o ensino de leitura nas escolas do campo: eco de vozes de docentes e alunos de um município da Paraíba |
author |
Farias, Angélica Torres Vilar de |
author_facet |
Farias, Angélica Torres Vilar de |
author_role |
author |
dc.contributor.none.fl_str_mv |
Faria, Evangelina Maria Brito de http://lattes.cnpq.br/1042071001002488 |
dc.contributor.author.fl_str_mv |
Farias, Angélica Torres Vilar de |
dc.subject.por.fl_str_mv |
PNAIC Formação de professores Leitura e escrita Multisseriado Educação do campo Teacher training Reading and writing Multi-grades Rural education CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
topic |
PNAIC Formação de professores Leitura e escrita Multisseriado Educação do campo Teacher training Reading and writing Multi-grades Rural education CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA |
description |
Based on the assumption that, in Brazil, thousands of children are still reaching the 4th grade, or even the 5th grade of elementary school, without being successful in the reading process, we have decided to observe the echoes of the formation of the National Pact for Literacy at the Correct Age (PNAIC) in inland rural schools of the state of Paraiba. Thus, this work aims at understanding how the formation of the PNAIC, which is specific to rural education, has contributed to the improvement of the performance of the students' reading skills. We raised as a thesis the idea that the proposal of the PNAIC records, with emphasis on the constitutive heterogeneity of Education in the Field, contributed to the teacher protagonism in the implementation of the work with reading in the classroom. Our discussions are based on studies by Bakhtin ( 1986), Soares (2003; 2004; 2012), Rojo (2013), Kleiman (1995; 2005; 2009), Geraldi (2011), Marcuschi (2008), Arroyo (2009) and, particularly, the PNAIC Material for the rural education. The study was developed through a qualitative descriptive approach developed within the scope of two municipal schools in the countryside (one in the municipality of Taperoá - PB and the other in the municipality of Queimadas - PB) The corpus consisted of students of two groups of 3rd grade multi-grade classes of the countryside and their respective teachers. The data were collected during our visit to the schools in the second semester 2018, through a semi-structured questionnaire for teachers, andaudio recorded interview for the students. The analyzes were carried out in two categories: 1. Teachers 'voices, 2. Students' voices. When analyzing the “Teachers' Voices”, we found that not only did they positively evaluate the PNAIC training courses, but they also enjoyed the activity, and they somehow managed to put into practice and successfully proposed methodologies in those training courses. The analysis of the “Students' voices” makes it clear that they enjoyed the reading strategies proposed by the teachers, and that they also self-developed a taste for reading. Hence, it was possible to confirm our thesis that the proposal of the PNAIC records regarding the constitutive heterogeneity of Rural Education has contributed to the teacher's role in the implementation of reading skill in the classroom. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-22 2021-03-31 2022-04-06T14:00:47Z 2022-04-06T14:00:47Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpb.br/jspui/handle/123456789/22639 |
url |
https://repositorio.ufpb.br/jspui/handle/123456789/22639 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
publisher.none.fl_str_mv |
Universidade Federal da Paraíba Brasil Linguística Programa de Pós-Graduação em Linguística UFPB |
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reponame:Biblioteca Digital de Teses e Dissertações da UFPB instname:Universidade Federal da Paraíba (UFPB) instacron:UFPB |
instname_str |
Universidade Federal da Paraíba (UFPB) |
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UFPB |
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UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
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Biblioteca Digital de Teses e Dissertações da UFPB |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB) |
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diretoria@ufpb.br|| diretoria@ufpb.br |
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1801842990975549440 |