As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/6816 |
Resumo: | This study is inserted in the Education, Knowledge and Professional Development research area in the Post-Graduation Program Masters in Education from the Federal University of Santa Maria. Based on the theoretical branches which involve studies such as Vigotsky (2003, 2005), Leontiev (1988, 1989, 1984), Pereira (2000), Bolzan (2001, 2002a), Isaia (2003a, 2005), Bolzan & Isaia (2004, 2005, 2006), Tardif (2002) among others, we aimed to understand the processes engendered in the constitution of literacy teaching practice. Therefore, we opted to work with the socio-cultural qualitative research approach (Vygotsky:1994, Baktin:1992, Freitas:2002, Bolzan:2002,2006), based on the analysis of the narratives of four literacy teachers from Santa Maria Public System of Municipal Education. Towards this, the reflection about the educational trajectory of those teachers allows us to affirm that the process of literacy teaching constitution is seen as a movement originated from the activity of producing oneself as a teacher, that is, it is resulted from the organization and reorganization of actions and operations in the teaching exercise, which characterizes as a transforming action of the teaching activity in an activity which is oriented to literacy teaching practice. In such transformation process we identified the configuration of three movements: initially, a backwardness movement perpassed by resistance actions and insecurities generated by the consciousness of the lack of competence to accomplish what is presented as necessary, as well as the predominance of the reproductive dimension in the literacy teaching activity that is characterized by the repetition of something which already exists because of the lack of elements/ experiences which could enable them to face the demands that are constituted beyond the non-critical reproduction of socially instituted models of literacy teaching; a second movement named reorganization movement, which is characterized by the a manifestation of a more self-reliant posture of the teachers, in which we notice the configuration of actions and operations directed to the production of a difference, based on the emergency of the creative dimension of the activity of produce oneself as a teacher, allowing us to characterize the configuration of an activity directed to the literacy teaching practice reaching the third, which was named as the production of a difference, characterized by the transformations in the teachers literacy teaching action. The manifestation of such movements came to be in different intensities for each of the teachers that were participants of this study, which allowed us to indicate that the development process of the literacy teaching is linked to the rebuilding process of the experiences lived by the teachers on their educational trajectory, assuming a preponderant role to the mobilization of the subject towards the amplification of his experiential field based on the exchange of ideas, knowledge and literacy teaching deed, making possible the emergency of the creative dimension of the activity of producing oneself as a literacy teacher and, thus, the development of an activity oriented to the literacy teaching practice. |
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2008-06-132008-06-132008-04-23POWACZUK, Ana Carla Hollweg. THE EDUCATIONAL TRAJECTORY AND THE CONSTRUCTIVE MOVEMENTS OF LITERACY TEACHERS TEACHING PRACTICE. 2008. 155 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008.http://repositorio.ufsm.br/handle/1/6816This study is inserted in the Education, Knowledge and Professional Development research area in the Post-Graduation Program Masters in Education from the Federal University of Santa Maria. Based on the theoretical branches which involve studies such as Vigotsky (2003, 2005), Leontiev (1988, 1989, 1984), Pereira (2000), Bolzan (2001, 2002a), Isaia (2003a, 2005), Bolzan & Isaia (2004, 2005, 2006), Tardif (2002) among others, we aimed to understand the processes engendered in the constitution of literacy teaching practice. Therefore, we opted to work with the socio-cultural qualitative research approach (Vygotsky:1994, Baktin:1992, Freitas:2002, Bolzan:2002,2006), based on the analysis of the narratives of four literacy teachers from Santa Maria Public System of Municipal Education. Towards this, the reflection about the educational trajectory of those teachers allows us to affirm that the process of literacy teaching constitution is seen as a movement originated from the activity of producing oneself as a teacher, that is, it is resulted from the organization and reorganization of actions and operations in the teaching exercise, which characterizes as a transforming action of the teaching activity in an activity which is oriented to literacy teaching practice. In such transformation process we identified the configuration of three movements: initially, a backwardness movement perpassed by resistance actions and insecurities generated by the consciousness of the lack of competence to accomplish what is presented as necessary, as well as the predominance of the reproductive dimension in the literacy teaching activity that is characterized by the repetition of something which already exists because of the lack of elements/ experiences which could enable them to face the demands that are constituted beyond the non-critical reproduction of socially instituted models of literacy teaching; a second movement named reorganization movement, which is characterized by the a manifestation of a more self-reliant posture of the teachers, in which we notice the configuration of actions and operations directed to the production of a difference, based on the emergency of the creative dimension of the activity of produce oneself as a teacher, allowing us to characterize the configuration of an activity directed to the literacy teaching practice reaching the third, which was named as the production of a difference, characterized by the transformations in the teachers literacy teaching action. The manifestation of such movements came to be in different intensities for each of the teachers that were participants of this study, which allowed us to indicate that the development process of the literacy teaching is linked to the rebuilding process of the experiences lived by the teachers on their educational trajectory, assuming a preponderant role to the mobilization of the subject towards the amplification of his experiential field based on the exchange of ideas, knowledge and literacy teaching deed, making possible the emergency of the creative dimension of the activity of producing oneself as a literacy teacher and, thus, the development of an activity oriented to the literacy teaching practice.Este estudo insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação, Mestrado em Educação da Universidade Federal de Santa Maria. A partir de fios teóricos que contemplam estudos de Vygotski (2003, 2005), Leontiev (1988, 1989, 1984), Pereira (2000); Bolzan (2001, 2002a) Isaia (2003a, 2005) Bolzan & Isaia (2004, 2005, 2006), Tardif (2002) entre outros, buscamos compreender os processos engendrados na constituição da professoralidade alfabetizadora. Para tanto, optamos por trabalhar com a abordagem qualitativa de pesquisa de cunho sociocultural Vygotski (1994); Bakthin (1992); Freitas (2002); Bolzan (2002, 2006) a partir da análise das narrativas de quatro professoras alfabetizadoras do Sistema Público Municipal de Educação de Santa Maria. Na análise dos percursos formativos das professoras identificamos processos que foram compreendidos como orientadores da atividade de produzir-se professor e processos de produção, propriamente ditos, da professoralidade alfabetizadora. Os processos de orientação emergiram dos percursos iniciais e das experiências prévias a docência alfabetizadora, possibilitando-nos destacar as experiências de socialização e escolarização iniciais como elementos mobilizadores ao desenvolvimento da atividade de produzir-se professor. Com relação ao ingresso na docência alfabetizadora evidenciamos a preponderância das exigências institucionais no direcionamento para tal oficio, possibilitando-nos afirmar que o processo de constituição da docência alfabetizadora configura-se como um movimento originado da atividade de produzir-se professor, ou seja, resultante da organização e reorganização das ações e operações que se fazem necessárias à assunção do ofício docente. Caracterizando-se como uma ação transformadora da atividade docente numa atividade orientada a professoralidade alfabetizadora. Neste processo de transformação identificamos a configuração de movimentos de produção: inicialmente por um movimento de recuo permeado por ações de resistência e de insegurança geradas pela consciência do despreparo para dar conta do que se apresenta como necessário, assim como, a predominância da dimensão reprodutora na atividade docente alfabetizadora, caracterizada pela repetição de algo já existente, decorrente da ausência de elementos experiências que lhes possibilitasse o enfrentamento das demandas constituídas para além da reprodução acrítica de modelos instituídos socialmente de alfabetização; um segundo movimento denominado de reorganização, caracterizado pela manifestação de uma postura mais arrojada das professoras, na qual se evidenciou a configuração de ações e operações direcionadas a produção de uma diferença, a partir da emergência da dimensão criadora da atividade de produzir-se professor, possibilitando-nos caracterizar a configuração de uma atividade direcionada a professoralidade alfabetizadora, culminando no terceiro que foi denominado como a produção de uma diferença, caracterizado pelas transformações na ação alfabetizadora das professoras. As manifestações destes movimentos se deram com diferentes intensidades para cada uma das professoras participantes deste estudo, possibilitando-nos indicar que o processo de desenvolvimento da docência alfabetizadora está relacionado ao processo de reelaboração das experiências vivenciadas pelas professoras em seus percursos formativos, assumindo um papel preponderante a mobilização do sujeito, na direção de ampliar seu campo experiencial a partir do compartilhamento de idéias, saberes e fazeres da ação alfabetizadora, viabilizando a emergência da dimensão criadora da atividade de produzir-se professor alfabetizador e, portanto, o desenvolvimento de uma atividade orientada para a professoralidade alfabetizadora.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoTrajetórias formativasDocência alfabetizadoraProfessoralidadeEducational trajectoriesLiteracy teachingTeaching practiceCNPQ::CIENCIAS HUMANAS::EDUCACAOAs trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadoraThe educational trajectory and the constructive movements of literacy teachers teaching practiceinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6Isaia, Silvia Maria de Aguiarhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794447P2Engers, Maria Emilia Amaralhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786996P8http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751490T1Powaczuk, Ana Carla Hollweg700800000006400500500500300b44424f4-3a2c-42d2-af99-762aa9d1acde32bb1f78-d626-4b47-b9a6-6bdd51ec292fedc3f0d9-cff4-4bfb-8570-b2e7d61934cecb99937a-6709-428a-9958-e3cff5e59212info:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALANACARLAHOLLWEGPOWACZUK.pdfapplication/pdf952272http://repositorio.ufsm.br/bitstream/1/6816/1/ANACARLAHOLLWEGPOWACZUK.pdfdb25c2df729d45504f9eb47634732cc2MD51TEXTANACARLAHOLLWEGPOWACZUK.pdf.txtANACARLAHOLLWEGPOWACZUK.pdf.txtExtracted texttext/plain347066http://repositorio.ufsm.br/bitstream/1/6816/2/ANACARLAHOLLWEGPOWACZUK.pdf.txt5dda89d696500b0ce612746a20d08081MD52THUMBNAILANACARLAHOLLWEGPOWACZUK.pdf.jpgANACARLAHOLLWEGPOWACZUK.pdf.jpgIM Thumbnailimage/jpeg5178http://repositorio.ufsm.br/bitstream/1/6816/3/ANACARLAHOLLWEGPOWACZUK.pdf.jpged006f482d1f30e9bcf63b01684a0901MD531/68162021-03-05 08:07:29.344oai:repositorio.ufsm.br:1/6816Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132021-03-05T11:07:29Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora |
dc.title.alternative.eng.fl_str_mv |
The educational trajectory and the constructive movements of literacy teachers teaching practice |
title |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora |
spellingShingle |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora Powaczuk, Ana Carla Hollweg Trajetórias formativas Docência alfabetizadora Professoralidade Educational trajectories Literacy teaching Teaching practice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora |
title_full |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora |
title_fullStr |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora |
title_full_unstemmed |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora |
title_sort |
As trajetórias formativas e os movimentos construtivos da professoralidade alfabetizadora |
author |
Powaczuk, Ana Carla Hollweg |
author_facet |
Powaczuk, Ana Carla Hollweg |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4769237E6 |
dc.contributor.referee1.fl_str_mv |
Isaia, Silvia Maria de Aguiar |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794447P2 |
dc.contributor.referee2.fl_str_mv |
Engers, Maria Emilia Amaral |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4786996P8 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4751490T1 |
dc.contributor.author.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
contributor_str_mv |
Bolzan, Doris Pires Vargas Isaia, Silvia Maria de Aguiar Engers, Maria Emilia Amaral |
dc.subject.por.fl_str_mv |
Trajetórias formativas Docência alfabetizadora Professoralidade |
topic |
Trajetórias formativas Docência alfabetizadora Professoralidade Educational trajectories Literacy teaching Teaching practice CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Educational trajectories Literacy teaching Teaching practice |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is inserted in the Education, Knowledge and Professional Development research area in the Post-Graduation Program Masters in Education from the Federal University of Santa Maria. Based on the theoretical branches which involve studies such as Vigotsky (2003, 2005), Leontiev (1988, 1989, 1984), Pereira (2000), Bolzan (2001, 2002a), Isaia (2003a, 2005), Bolzan & Isaia (2004, 2005, 2006), Tardif (2002) among others, we aimed to understand the processes engendered in the constitution of literacy teaching practice. Therefore, we opted to work with the socio-cultural qualitative research approach (Vygotsky:1994, Baktin:1992, Freitas:2002, Bolzan:2002,2006), based on the analysis of the narratives of four literacy teachers from Santa Maria Public System of Municipal Education. Towards this, the reflection about the educational trajectory of those teachers allows us to affirm that the process of literacy teaching constitution is seen as a movement originated from the activity of producing oneself as a teacher, that is, it is resulted from the organization and reorganization of actions and operations in the teaching exercise, which characterizes as a transforming action of the teaching activity in an activity which is oriented to literacy teaching practice. In such transformation process we identified the configuration of three movements: initially, a backwardness movement perpassed by resistance actions and insecurities generated by the consciousness of the lack of competence to accomplish what is presented as necessary, as well as the predominance of the reproductive dimension in the literacy teaching activity that is characterized by the repetition of something which already exists because of the lack of elements/ experiences which could enable them to face the demands that are constituted beyond the non-critical reproduction of socially instituted models of literacy teaching; a second movement named reorganization movement, which is characterized by the a manifestation of a more self-reliant posture of the teachers, in which we notice the configuration of actions and operations directed to the production of a difference, based on the emergency of the creative dimension of the activity of produce oneself as a teacher, allowing us to characterize the configuration of an activity directed to the literacy teaching practice reaching the third, which was named as the production of a difference, characterized by the transformations in the teachers literacy teaching action. The manifestation of such movements came to be in different intensities for each of the teachers that were participants of this study, which allowed us to indicate that the development process of the literacy teaching is linked to the rebuilding process of the experiences lived by the teachers on their educational trajectory, assuming a preponderant role to the mobilization of the subject towards the amplification of his experiential field based on the exchange of ideas, knowledge and literacy teaching deed, making possible the emergency of the creative dimension of the activity of producing oneself as a literacy teacher and, thus, the development of an activity oriented to the literacy teaching practice. |
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2008 |
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2008-06-13 |
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2008-06-13 |
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2008-04-23 |
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POWACZUK, Ana Carla Hollweg. THE EDUCATIONAL TRAJECTORY AND THE CONSTRUCTIVE MOVEMENTS OF LITERACY TEACHERS TEACHING PRACTICE. 2008. 155 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/6816 |
identifier_str_mv |
POWACZUK, Ana Carla Hollweg. THE EDUCATIONAL TRAJECTORY AND THE CONSTRUCTIVE MOVEMENTS OF LITERACY TEACHERS TEACHING PRACTICE. 2008. 155 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2008. |
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http://repositorio.ufsm.br/handle/1/6816 |
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