Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/7184 |
Resumo: | This research is inserted in the line of Formação, Saberes e Desenvolvimento Profissional (Formation, knowledge and Professional Development) from Programa de Pós-Graduação em Educação da UFSM. The study had as objective to investigate what are the conceptions from the teachers of literacy about the initial reading and writing and to understand the repercussion of those conceptions in their daily practices. The studies of Ferreiro (1993, 1999, 2001, 2005), Bolzan (2001, 2002) Vygotsky (2003), Nóvoa (1991,1992, 1997), among others, were used as theoretic contribution for the development of this investigation. The research was carried out at a institution of Education of the State of Rio Grande do Sul located at outskirts of Santa Maria. The participants are four teachers who developed their pedagogical work with students of first and second grade of Ensino Fundamental. The investigation was developed through a narrative qualitative study and based on the speaking/voices from the teachers of literacy. The choice of that approach was done because we believe that it is through of choices and the interactive process that the teachers have the opportunity to present their beliefs, their thoughts and they discuss and reflect about the reality which they are living. The search of the findings was done through of semi structured interviews and of the observations of the classes. During that process it was discussed and reflected what the teachers of literacy believe that is relevant for carrying out a work of reading and writing in their classes and from that we analyzed what the repercussion from those conception in their pedagogical practices. The findings of the research emphasized that the pedagogical practices of the teachers were directly related with the conception of literacy that they constructed during their academic and professional experience at school. Those theoretic and practical constructions had a direct repercussion at the manner as they developed their pedagogical activities. Thus, the findings point out that even the teachers having the traditional concept of learning the moment that they are living is a non- stabilization moment between the necessity of implementation of the new forms of performance at class and the knowledge acquired by them during their formation. The availability and the interest of the teachers in order to go deeper into theoretical studies that come to contributed for the pedagogical practice based on social interaction and preview knowledge from the students show that the investment at continued formation of the teacher from of the reflection process is essential to assumption of the relation of theory and practice every day at school and, consequently, the transformation of the initial reading and writing practices incorporated into literacy |
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2007-07-022007-07-022007-03-21SANTOS, Eliane Aparecida Galvão dos. Theoretical and practical constructions about the initial reading and writing: a study with teachers of literacy. 2007. 122 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2007.http://repositorio.ufsm.br/handle/1/7184This research is inserted in the line of Formação, Saberes e Desenvolvimento Profissional (Formation, knowledge and Professional Development) from Programa de Pós-Graduação em Educação da UFSM. The study had as objective to investigate what are the conceptions from the teachers of literacy about the initial reading and writing and to understand the repercussion of those conceptions in their daily practices. The studies of Ferreiro (1993, 1999, 2001, 2005), Bolzan (2001, 2002) Vygotsky (2003), Nóvoa (1991,1992, 1997), among others, were used as theoretic contribution for the development of this investigation. The research was carried out at a institution of Education of the State of Rio Grande do Sul located at outskirts of Santa Maria. The participants are four teachers who developed their pedagogical work with students of first and second grade of Ensino Fundamental. The investigation was developed through a narrative qualitative study and based on the speaking/voices from the teachers of literacy. The choice of that approach was done because we believe that it is through of choices and the interactive process that the teachers have the opportunity to present their beliefs, their thoughts and they discuss and reflect about the reality which they are living. The search of the findings was done through of semi structured interviews and of the observations of the classes. During that process it was discussed and reflected what the teachers of literacy believe that is relevant for carrying out a work of reading and writing in their classes and from that we analyzed what the repercussion from those conception in their pedagogical practices. The findings of the research emphasized that the pedagogical practices of the teachers were directly related with the conception of literacy that they constructed during their academic and professional experience at school. Those theoretic and practical constructions had a direct repercussion at the manner as they developed their pedagogical activities. Thus, the findings point out that even the teachers having the traditional concept of learning the moment that they are living is a non- stabilization moment between the necessity of implementation of the new forms of performance at class and the knowledge acquired by them during their formation. The availability and the interest of the teachers in order to go deeper into theoretical studies that come to contributed for the pedagogical practice based on social interaction and preview knowledge from the students show that the investment at continued formation of the teacher from of the reflection process is essential to assumption of the relation of theory and practice every day at school and, consequently, the transformation of the initial reading and writing practices incorporated into literacyEsta pesquisa insere-se na linha de Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da UFSM. O estudo teve como objetivo investigar quais são as concepções das professoras alfabetizadoras sobre a leitura e a escrita iniciais e compreender a repercussão dessas concepções na suas práticas diárias. Os estudos de Ferreiro (1993, 1999, 2001, 2005), Bolzan, (2001, 2002) Vygotsky, (2003) Nóvoa, (1991, 1992, 1997), entre outros, foram utilizados como aportes teóricos para o desenvolvimento dessa investigação. A pesquisa foi realizada em uma Instituição de Ensino do Estado do Rio Grande do Sul, localizada na zona periférica da cidade de Santa Maria. As participantes são quatro professoras que desenvolviam seu trabalho pedagógico com alunos de primeiras e segundas séries do ensino fundamental. A investigação desenvolveu-se através de um estudo qualitativo narrativo, fundamentado nas falas/vozes das professoras alfabetizadoras. A escolha desta abordagem foi feita por acreditarmos que é através das trocas e do processo interativo que as professoras têm oportunidade de colocar suas crenças, seus pensamentos, discutir e refletir sobre a realidade na qual estão vivendo. A busca dos dados foi realizada por meio de entrevistas semi-estruturadas e de observações das aulas. Durante esse processo, foi discutido e refletido a respeito do que as professoras alfabetizadoras acreditam ser relevante para a realização de um trabalho de leitura e de escrita em suas classes, e, a partir daí analisamos qual a repercussão dessas concepções em suas práticas pedagógicas. Os achados da pesquisa evidenciaram que a prática pedagógica das professoras estava diretamente relacionada com a concepção de alfabetização que elas construíram ao longo de sua experiência escolar, acadêmica e profissional. Essas construções teórico-práticas repercutiram diretamente no modo como desenvolviam suas atividades pedagógicas. Assim, os achados apontam que mesmo as professoras estando vinculadas as concepções tradicionais de ensino, o momento que estão vivendo é de desestabilização entre a necessidade de implementar novas formas de atuação em sala de aula e os conhecimentos objetivados por elas durante sua formação. A disponibilidade e o interesse por parte das professoras em aprofundar estudos teóricos que viessem a contribuir para uma prática pedagógica baseada na interação social e consideração dos conhecimentos prévios dos alunos, mostram que o investimento na formação continuada do professor a partir do processo de reflexão é indispensável à assunção da relação teoria e prática no cotidiano da escola e, conseqüentemente, a transformação das práticas de leitura e escrita iniciais incorporadas à alfabetizaçãoCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoAlfabetizaçãoFormação de professoresLeituraEscrita iniciaisLiteracyFormation of professorsInitial readingWritingCNPQ::CIENCIAS HUMANAS::EDUCACAOConstruções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadorasTheoretical and practical constructions about the initial reading and writing: a study with teachers of literacyinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Engers, Maria Emilia Amaralhttp://lattes.cnpq.br/7459665960999484Isaia, Silvia Maria de Aguiarhttp://lattes.cnpq.br/0954246692473735Oliveira, Valeska Maria Fortes dehttp://lattes.cnpq.br/3628223248832085http://lattes.cnpq.br/7953554954853301Santos, Eliane Aparecida Galvão dos700800000006400500500300500500b44424f4-3a2c-42d2-af99-762aa9d1acde12185e56-c117-4d96-9eb9-229e2d8bfe26f1d812e4-c1d1-45aa-89b2-7ec5d0333a17a73305e5-6a56-4645-8f6f-a951dc639db59dfb9c34-717b-4cc9-b41d-889449487774info:eu-repo/semantics/openAccessreponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALEliane.pdfapplication/pdf658724http://repositorio.ufsm.br/bitstream/1/7184/1/Eliane.pdf2ecbd1e8939bde209b3f4347dbc0e037MD51TEXTEliane.pdf.txtEliane.pdf.txtExtracted texttext/plain266643http://repositorio.ufsm.br/bitstream/1/7184/2/Eliane.pdf.txtc9dbd3c0804266ffb8573e719eca9c67MD52THUMBNAILEliane.pdf.jpgEliane.pdf.jpgIM Thumbnailimage/jpeg5933http://repositorio.ufsm.br/bitstream/1/7184/3/Eliane.pdf.jpg22a808ef8278cc04609501db10bd11d7MD531/71842023-02-24 11:29:05.973oai:repositorio.ufsm.br:1/7184Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132023-02-24T14:29:05Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras |
dc.title.alternative.eng.fl_str_mv |
Theoretical and practical constructions about the initial reading and writing: a study with teachers of literacy |
title |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras |
spellingShingle |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras Santos, Eliane Aparecida Galvão dos Alfabetização Formação de professores Leitura Escrita iniciais Literacy Formation of professors Initial reading Writing CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras |
title_full |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras |
title_fullStr |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras |
title_full_unstemmed |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras |
title_sort |
Construções teórico práticas sobre a leitura e a escrita iniciais: um estudo com professoras alfabetizadoras |
author |
Santos, Eliane Aparecida Galvão dos |
author_facet |
Santos, Eliane Aparecida Galvão dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Engers, Maria Emilia Amaral |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/7459665960999484 |
dc.contributor.referee2.fl_str_mv |
Isaia, Silvia Maria de Aguiar |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0954246692473735 |
dc.contributor.referee3.fl_str_mv |
Oliveira, Valeska Maria Fortes de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3628223248832085 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7953554954853301 |
dc.contributor.author.fl_str_mv |
Santos, Eliane Aparecida Galvão dos |
contributor_str_mv |
Bolzan, Doris Pires Vargas Engers, Maria Emilia Amaral Isaia, Silvia Maria de Aguiar Oliveira, Valeska Maria Fortes de |
dc.subject.por.fl_str_mv |
Alfabetização Formação de professores Leitura Escrita iniciais |
topic |
Alfabetização Formação de professores Leitura Escrita iniciais Literacy Formation of professors Initial reading Writing CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Literacy Formation of professors Initial reading Writing |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research is inserted in the line of Formação, Saberes e Desenvolvimento Profissional (Formation, knowledge and Professional Development) from Programa de Pós-Graduação em Educação da UFSM. The study had as objective to investigate what are the conceptions from the teachers of literacy about the initial reading and writing and to understand the repercussion of those conceptions in their daily practices. The studies of Ferreiro (1993, 1999, 2001, 2005), Bolzan (2001, 2002) Vygotsky (2003), Nóvoa (1991,1992, 1997), among others, were used as theoretic contribution for the development of this investigation. The research was carried out at a institution of Education of the State of Rio Grande do Sul located at outskirts of Santa Maria. The participants are four teachers who developed their pedagogical work with students of first and second grade of Ensino Fundamental. The investigation was developed through a narrative qualitative study and based on the speaking/voices from the teachers of literacy. The choice of that approach was done because we believe that it is through of choices and the interactive process that the teachers have the opportunity to present their beliefs, their thoughts and they discuss and reflect about the reality which they are living. The search of the findings was done through of semi structured interviews and of the observations of the classes. During that process it was discussed and reflected what the teachers of literacy believe that is relevant for carrying out a work of reading and writing in their classes and from that we analyzed what the repercussion from those conception in their pedagogical practices. The findings of the research emphasized that the pedagogical practices of the teachers were directly related with the conception of literacy that they constructed during their academic and professional experience at school. Those theoretic and practical constructions had a direct repercussion at the manner as they developed their pedagogical activities. Thus, the findings point out that even the teachers having the traditional concept of learning the moment that they are living is a non- stabilization moment between the necessity of implementation of the new forms of performance at class and the knowledge acquired by them during their formation. The availability and the interest of the teachers in order to go deeper into theoretical studies that come to contributed for the pedagogical practice based on social interaction and preview knowledge from the students show that the investment at continued formation of the teacher from of the reflection process is essential to assumption of the relation of theory and practice every day at school and, consequently, the transformation of the initial reading and writing practices incorporated into literacy |
publishDate |
2007 |
dc.date.accessioned.fl_str_mv |
2007-07-02 |
dc.date.available.fl_str_mv |
2007-07-02 |
dc.date.issued.fl_str_mv |
2007-03-21 |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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SANTOS, Eliane Aparecida Galvão dos. Theoretical and practical constructions about the initial reading and writing: a study with teachers of literacy. 2007. 122 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2007. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/7184 |
identifier_str_mv |
SANTOS, Eliane Aparecida Galvão dos. Theoretical and practical constructions about the initial reading and writing: a study with teachers of literacy. 2007. 122 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2007. |
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http://repositorio.ufsm.br/handle/1/7184 |
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