Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Gestão e Avaliação Educacional |
Texto Completo: | http://periodicos.ufsm.br/regae/article/view/23486 |
Resumo: | This paper presents the survey for completion of the course of specialization in Educational Management. The study aimed to understand the experiences that teachers had in the process of continuing education offered by the program, the Literacy National Pact in the Middle One - Pnaic - and the effect on teaching practices of active teachers in elementary school literacy block - 1, 2 and 3rd year -, the Municipal network and State of Santa Maria, RS. The work was developed from a qualitative narrative approach Cleat Sociocultural, using for data collection semi-structured interviews, which were conducted with six teachers. The references that supported the research were: Gold (2007-2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan and Powaczuk (2013), Vaillant and Marcelo (2012), Charlot (2002) Freire (2002). The study allowed us to realize that the impact of Pnaic, was given from the perspective of individual and collective reflections on the concerns of the teaching profession. The sharing was evident as the main aspect of this training. However, the teachers expressed dissatisfaction with the actions with regard to the formative dynamics organized by guiding study, as well as the requirements and impacts the teaching. Thus, it is concluded that the established educational policy needs to be improved in terms of organization of formative dynamics in order to improve the sharing of space and strengthening of teaching.Key-words: educational policy, Pnaic, continuous formation, formative experiences. |
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Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstractVivências formativas e práticas docentes: um olhar sobre o Pacto Nacional pela Alfabetização na Idade CertaThis paper presents the survey for completion of the course of specialization in Educational Management. The study aimed to understand the experiences that teachers had in the process of continuing education offered by the program, the Literacy National Pact in the Middle One - Pnaic - and the effect on teaching practices of active teachers in elementary school literacy block - 1, 2 and 3rd year -, the Municipal network and State of Santa Maria, RS. The work was developed from a qualitative narrative approach Cleat Sociocultural, using for data collection semi-structured interviews, which were conducted with six teachers. The references that supported the research were: Gold (2007-2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan and Powaczuk (2013), Vaillant and Marcelo (2012), Charlot (2002) Freire (2002). The study allowed us to realize that the impact of Pnaic, was given from the perspective of individual and collective reflections on the concerns of the teaching profession. The sharing was evident as the main aspect of this training. However, the teachers expressed dissatisfaction with the actions with regard to the formative dynamics organized by guiding study, as well as the requirements and impacts the teaching. Thus, it is concluded that the established educational policy needs to be improved in terms of organization of formative dynamics in order to improve the sharing of space and strengthening of teaching.Key-words: educational policy, Pnaic, continuous formation, formative experiences.Neste artigo apresenta-se a pesquisa realizada para conclusão do curso de especialização em Gestão Educacional. O estudo objetivou compreender as vivências que os professores tiveram no processo de formação continuada ofertado pelo programa Pacto Nacional pela Alfabetização na Idade Certa - Pnaic - e a repercussão nas práticas pedagógicas de professoras atuantes no bloco de alfabetização do ensino fundamental - 1º, 2º e 3ºano - da rede municipal e estadual de Santa Maria, RS. O trabalho foi desenvolvido a partir de uma abordagem qualitativa narrativa de cunho sociocultural, utilizando-se para a coleta dos dados entrevistas semiestruturadas, as quais foram realizadas com seis professoras. Os referenciais que embasaram a investigação foram Dourado (2007; 2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan e Powaczuk (2013), Vaillant e Marcelo (2012), Charlot (2002) e Freire (2002). O estudo permitiu perceber que a repercussão do Pnaic aconteceu sob a perspectiva de reflexões individuais e coletivas acerca das inquietações do trabalho docente. O compartilhamento evidenciou-se como principal aspecto dessa formação. Contudo, os professores manifestaram descontentamento com as ações no que diz respeito às dinâmicas formativas organizadas pelas orientadoras de estudo, bem como às exigências e impactos ao trabalho docente. Assim, conclui-se que a política educacional instituída precisa ser aprimorada em termos de organização das dinâmicas formativas de modo a incrementar os espaços de compartilhamento e de fortalecimento do trabalho docente.Palavras-chave: políticas educacionais, Pnaic, formação continuada, experiências formativas.Universidade Federal de Santa Maria2016-12-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/regae/article/view/2348610.5902/2318133823486Regae: Revista de Gestão e Avaliação Educacional; v. 6, n. 11, jan./abr., 2017; 55-68Revista de Gestão e Avaliação Educacional; v. 6, n. 11, jan./abr., 2017; 55-682318-13382176-2171reponame:Revista de Gestão e Avaliação Educacionalinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/regae/article/view/23486/pdfCopyright (c) 2016 Regae - Revista de Gestão e Avaliação Educacionalinfo:eu-repo/semantics/openAccessOliveira, Evanir AgostinhoPowaczuk, Ana Carla Hollweg2018-07-08T18:49:50Zoai:ojs.pkp.sfu.ca:article/23486Revistahttps://periodicos.ufsm.br/regaePUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/regae/oai||revistaregae@gmail.com2318-13382176-2171opendoar:2018-07-08T18:49:50Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract Vivências formativas e práticas docentes: um olhar sobre o Pacto Nacional pela Alfabetização na Idade Certa |
title |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract |
spellingShingle |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract Oliveira, Evanir Agostinho |
title_short |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract |
title_full |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract |
title_fullStr |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract |
title_full_unstemmed |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract |
title_sort |
Experiences formation and practices lecturers: a look over the pact by the national literacy at age abstract |
author |
Oliveira, Evanir Agostinho |
author_facet |
Oliveira, Evanir Agostinho Powaczuk, Ana Carla Hollweg |
author_role |
author |
author2 |
Powaczuk, Ana Carla Hollweg |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Evanir Agostinho Powaczuk, Ana Carla Hollweg |
description |
This paper presents the survey for completion of the course of specialization in Educational Management. The study aimed to understand the experiences that teachers had in the process of continuing education offered by the program, the Literacy National Pact in the Middle One - Pnaic - and the effect on teaching practices of active teachers in elementary school literacy block - 1, 2 and 3rd year -, the Municipal network and State of Santa Maria, RS. The work was developed from a qualitative narrative approach Cleat Sociocultural, using for data collection semi-structured interviews, which were conducted with six teachers. The references that supported the research were: Gold (2007-2014), Saviani (2011), Fonseca (2002), Gibbs (2009), Oliveira (2011), Bolzan and Powaczuk (2013), Vaillant and Marcelo (2012), Charlot (2002) Freire (2002). The study allowed us to realize that the impact of Pnaic, was given from the perspective of individual and collective reflections on the concerns of the teaching profession. The sharing was evident as the main aspect of this training. However, the teachers expressed dissatisfaction with the actions with regard to the formative dynamics organized by guiding study, as well as the requirements and impacts the teaching. Thus, it is concluded that the established educational policy needs to be improved in terms of organization of formative dynamics in order to improve the sharing of space and strengthening of teaching.Key-words: educational policy, Pnaic, continuous formation, formative experiences. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-12-15 |
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 |
http://periodicos.ufsm.br/regae/article/view/23486 10.5902/2318133823486 |
url |
http://periodicos.ufsm.br/regae/article/view/23486 |
identifier_str_mv |
10.5902/2318133823486 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/regae/article/view/23486/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Regae - Revista de Gestão e Avaliação Educacional info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Regae - Revista de Gestão e Avaliação Educacional |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Regae: Revista de Gestão e Avaliação Educacional; v. 6, n. 11, jan./abr., 2017; 55-68 Revista de Gestão e Avaliação Educacional; v. 6, n. 11, jan./abr., 2017; 55-68 2318-1338 2176-2171 reponame:Revista de Gestão e Avaliação Educacional instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista de Gestão e Avaliação Educacional |
collection |
Revista de Gestão e Avaliação Educacional |
repository.name.fl_str_mv |
Revista de Gestão e Avaliação Educacional - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
||revistaregae@gmail.com |
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