Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/28851 |
Resumo: | This study is linked to the Graduate Program in Public Policies and Educational Management, in the Research Line LP2: Pedagogical Management and Educational Contexts, from the research group Practices and Training for teaching Research Group: Basic and Higher Education (GPDOC). The general objective is collaboratively to build domains for teacher self-evaluation about the literacy teachers’ teaching knowledge and their pedagogical practices in the Santa Maria Municipal Teaching Network. As specific objectives it prioritizes: identifying pedagogical practices of reference in literacy in the Santa Maria Municipal Teaching Network; recognizing the knowledge and guiding principles of the pedagogical practices of teachers who work in the literacy block in the Santa Maria Municipal Teaching Network; recognizing, based on collective work, domains and principles capable of boosting self-evaluation regarding literacy pedagogical practices. The theoretical framework that supports the research are studies by Bolzan (2013), Powaczuk (2013), Ferreiro AND Teberosky (1999), Soares (2019), Tardif (2014), Garcia (2015), Gauthier et al. (2006). It is characterized as a research with a qualitative approach, applied and implied type, carried out from dialogic meetings, based on the ECER (POWACZUK et al. 2021), with teachers who have been working for more than eight years in the pedagogical block of the municipality of Santa Maria. The study made it possible to identify the construction and reconstruction of knowledge constructed by the teachers throughout their training paths, revealing their work in different contexts, and their multiple challenges as mobilizers of teaching learning. Process permeated by teaching feelings of teacher anguish, pedagogical insecurity and teacher solidarity retranslated from the sharing between peers, which show domains related to individualized self-evaluation as a source of teacher validation. In this sense, it listed principles and domains of pedagogical work that will serve as guidelines for teacher self-evaluation. With regard to Literacy Knowledge, we highlight the principles of pedagogical work and its domains. The principles of the pedagogical work were marked by the premises of: mobilization of students when learning, generation of needs, playfulness, recognition of the diversity of students' experience, student evaluation, organization of routines, support and support from families. Regarding the domains of pedagogical work, we observe phonological awareness, the social function of writing, reading and storytelling. Based on this, we emphasize that the teaching working conditions at Santa Maria MTN need to be qualified, especially with regard to the lack of space and time for sharing between teachers, so that they can share practices, challenges, anxieties and pedagogical successes. The technical/educational product is a proposal for a teacher self-evaluation instrument about literacy pedagogical practices, as we understand that it constitutes a device capable of boosting reflection and qualification of literacy pedagogical practices. |
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2023-04-27T13:15:04Z2023-04-27T13:15:04Z2023-01-27http://repositorio.ufsm.br/handle/1/28851This study is linked to the Graduate Program in Public Policies and Educational Management, in the Research Line LP2: Pedagogical Management and Educational Contexts, from the research group Practices and Training for teaching Research Group: Basic and Higher Education (GPDOC). The general objective is collaboratively to build domains for teacher self-evaluation about the literacy teachers’ teaching knowledge and their pedagogical practices in the Santa Maria Municipal Teaching Network. As specific objectives it prioritizes: identifying pedagogical practices of reference in literacy in the Santa Maria Municipal Teaching Network; recognizing the knowledge and guiding principles of the pedagogical practices of teachers who work in the literacy block in the Santa Maria Municipal Teaching Network; recognizing, based on collective work, domains and principles capable of boosting self-evaluation regarding literacy pedagogical practices. The theoretical framework that supports the research are studies by Bolzan (2013), Powaczuk (2013), Ferreiro AND Teberosky (1999), Soares (2019), Tardif (2014), Garcia (2015), Gauthier et al. (2006). It is characterized as a research with a qualitative approach, applied and implied type, carried out from dialogic meetings, based on the ECER (POWACZUK et al. 2021), with teachers who have been working for more than eight years in the pedagogical block of the municipality of Santa Maria. The study made it possible to identify the construction and reconstruction of knowledge constructed by the teachers throughout their training paths, revealing their work in different contexts, and their multiple challenges as mobilizers of teaching learning. Process permeated by teaching feelings of teacher anguish, pedagogical insecurity and teacher solidarity retranslated from the sharing between peers, which show domains related to individualized self-evaluation as a source of teacher validation. In this sense, it listed principles and domains of pedagogical work that will serve as guidelines for teacher self-evaluation. With regard to Literacy Knowledge, we highlight the principles of pedagogical work and its domains. The principles of the pedagogical work were marked by the premises of: mobilization of students when learning, generation of needs, playfulness, recognition of the diversity of students' experience, student evaluation, organization of routines, support and support from families. Regarding the domains of pedagogical work, we observe phonological awareness, the social function of writing, reading and storytelling. Based on this, we emphasize that the teaching working conditions at Santa Maria MTN need to be qualified, especially with regard to the lack of space and time for sharing between teachers, so that they can share practices, challenges, anxieties and pedagogical successes. The technical/educational product is a proposal for a teacher self-evaluation instrument about literacy pedagogical practices, as we understand that it constitutes a device capable of boosting reflection and qualification of literacy pedagogical practices.Este estudo vincula-se ao Programa de Pós-graduação em Políticas Públicas e Gestão Educacional, na Linha de Pesquisa LP2: Gestão Pedagógica e contextos educativos, a partir do grupo de pesquisa Grupo de Pesquisa Práticas e Formação para docência: educação básica e superior (GPDOC). O objetivo geral é construir colaborativamente domínios para a autoavaliação docente acerca dos saberes docentes de professores alfabetizadores e suas práticas pedagógicas da rede municipal de ensino de Santa Maria. Como objetivos específicos prioriza: identificar práticas pedagógicas de referência na alfabetização na rede municipal de ensino de Santa Maria; reconhecer os saberes e princípios balizadores das práticas pedagógicas de professoras que atuam no bloco de alfabetização na rede municipal de ensino de Santa Maria; reconhecer a partir do trabalho coletivo domínios e princípios capazes de impulsionar a autoavaliação acerca das práticas pedagógicas de alfabetização. O referencial teórico que embasa a pesquisa são os estudos de Bolzan (2013), Powaczuk (2013), Ferreiro e Teberosky (1999), Soares (2019), Tardif (2014), Garcia (2015), Gauthier et al. (2006). Caracteriza-se como uma pesquisa de abordagem qualitativa, do tipo aplicada e implicada, realizada a partir de encontros dialógicos, pautados no ECER (POWACZUK et al 2021) com professoras atuantes, a mais de 8 anos, no bloco pedagógico do município de Santa Maria. O estudo permitiu identificar a construção e reconstrução dos saberes respaldados nas experiências docentes vivenciadas ao longo das trajetórias de formação, revelando a atuação em diferentes contextos, e seus múltiplos desafios como mobilizadores do aprender docente. Tal processo evidenciou-se permeado por sentimentos de angústia e solidão pedagógica, decorrente da ausência de espaços de interlocução pedagógica sistemáticos no contexto escolar, resultando em processos de autoavaliação individualizada como fonte da validação docente. Os professores destacam a necessidade de espaços sistemáticos que permitam a discussão e o compartilhamento acerca de desafios que se deparam, revelando a solidariedade docente como impulsionadora da reconstrução dos saberes docentes. A partir disso, foi desenvolvido no como produto técnico/educacional uma proposta de instrumento de autoavaliação docente acerca das práticas pedagógicas de alfabetização, com vistas a impulsionar a reflexão e a qualificação das práticas pedagógicas de alfabetização. A construção do Instrumento está se deu de forma colaborativa, contemplando os saberes docentes das professoras, a partir de suas práticas pedagógicas de referência, as quais contemplam princípios e domínios do trabalho pedagógico. Os princípios do trabalho pedagógico evidenciaram-se demarcados pelas premissas de: mobilização dos estudantes ao aprender, a geração da necessidade, a ludicidade, o reconhecimento da diversidade de experiência dos estudantes, avaliação discente, organização das rotinas, apoio e suporte das famílias. No que tange os domínios do trabalho pedagógico, observamos a consciência fonológica, a função social da escrita, leitura, e contação de história. Tais princípios e domínios ao serem discutidos e compartilhados revelam-se impulsionadoras à autoavaliação docente fomentando a reflexão das práticas pedagógicas em curso, favorecendo a transformação e reelaboração docente.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Políticas Públicas e Gestão EducacionalUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAlfabetizaçãoPráticas pedagógicas de referênciaAutoavaliação docentePolíticas de formaçãoSaberes docentesLiteracyReference pedagogical practicesTeacher self-evaluationTraining policiesTeaching knowledgeCNPQ::CIENCIAS HUMANAS::EDUCACAOSaberes docentes de professores alfabetizadores: domínios para autoavaliação docenteLiteracy teachers’ teaching knowledge: domains for teacher self-evaluationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPowaczuk, Ana Carla Hollweghttp://lattes.cnpq.br/7081978206926650Maurente, Viviane Maciel MachadoBolzan, Dóris Pires Vargashttp://lattes.cnpq.br/3595802667579042Colvero, Ana Paula Barbosa7008000000066006006006006006db568a0-1a39-4b77-a46c-04d773da2a7ad0bf2632-b4dd-460a-a401-2b2f041f8c2705448d10-45d8-4df7-bb78-0466ac4e922d2ea75f3d-d4ef-48c7-925c-9a7477485106reponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/28851/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/28851/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALDIS_PPGPPGE_2023_COLVERO_ANA.pdfDIS_PPGPPGE_2023_COLVERO_ANA.pdfTCC de Especializaçãoapplication/pdf5592383http://repositorio.ufsm.br/bitstream/1/28851/1/DIS_PPGPPGE_2023_COLVERO_ANA.pdf88b68710fbf140889ca66158f4266b1eMD511/288512023-04-27 10:15:04.467oai:repositorio.ufsm.br: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 Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-04-27T13:15:04Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente |
dc.title.alternative.eng.fl_str_mv |
Literacy teachers’ teaching knowledge: domains for teacher self-evaluation |
title |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente |
spellingShingle |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente Colvero, Ana Paula Barbosa Alfabetização Práticas pedagógicas de referência Autoavaliação docente Políticas de formação Saberes docentes Literacy Reference pedagogical practices Teacher self-evaluation Training policies Teaching knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente |
title_full |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente |
title_fullStr |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente |
title_full_unstemmed |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente |
title_sort |
Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente |
author |
Colvero, Ana Paula Barbosa |
author_facet |
Colvero, Ana Paula Barbosa |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Powaczuk, Ana Carla Hollweg |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7081978206926650 |
dc.contributor.referee1.fl_str_mv |
Maurente, Viviane Maciel Machado |
dc.contributor.referee2.fl_str_mv |
Bolzan, Dóris Pires Vargas |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3595802667579042 |
dc.contributor.author.fl_str_mv |
Colvero, Ana Paula Barbosa |
contributor_str_mv |
Powaczuk, Ana Carla Hollweg Maurente, Viviane Maciel Machado Bolzan, Dóris Pires Vargas |
dc.subject.por.fl_str_mv |
Alfabetização Práticas pedagógicas de referência Autoavaliação docente Políticas de formação Saberes docentes |
topic |
Alfabetização Práticas pedagógicas de referência Autoavaliação docente Políticas de formação Saberes docentes Literacy Reference pedagogical practices Teacher self-evaluation Training policies Teaching knowledge CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Literacy Reference pedagogical practices Teacher self-evaluation Training policies Teaching knowledge |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is linked to the Graduate Program in Public Policies and Educational Management, in the Research Line LP2: Pedagogical Management and Educational Contexts, from the research group Practices and Training for teaching Research Group: Basic and Higher Education (GPDOC). The general objective is collaboratively to build domains for teacher self-evaluation about the literacy teachers’ teaching knowledge and their pedagogical practices in the Santa Maria Municipal Teaching Network. As specific objectives it prioritizes: identifying pedagogical practices of reference in literacy in the Santa Maria Municipal Teaching Network; recognizing the knowledge and guiding principles of the pedagogical practices of teachers who work in the literacy block in the Santa Maria Municipal Teaching Network; recognizing, based on collective work, domains and principles capable of boosting self-evaluation regarding literacy pedagogical practices. The theoretical framework that supports the research are studies by Bolzan (2013), Powaczuk (2013), Ferreiro AND Teberosky (1999), Soares (2019), Tardif (2014), Garcia (2015), Gauthier et al. (2006). It is characterized as a research with a qualitative approach, applied and implied type, carried out from dialogic meetings, based on the ECER (POWACZUK et al. 2021), with teachers who have been working for more than eight years in the pedagogical block of the municipality of Santa Maria. The study made it possible to identify the construction and reconstruction of knowledge constructed by the teachers throughout their training paths, revealing their work in different contexts, and their multiple challenges as mobilizers of teaching learning. Process permeated by teaching feelings of teacher anguish, pedagogical insecurity and teacher solidarity retranslated from the sharing between peers, which show domains related to individualized self-evaluation as a source of teacher validation. In this sense, it listed principles and domains of pedagogical work that will serve as guidelines for teacher self-evaluation. With regard to Literacy Knowledge, we highlight the principles of pedagogical work and its domains. The principles of the pedagogical work were marked by the premises of: mobilization of students when learning, generation of needs, playfulness, recognition of the diversity of students' experience, student evaluation, organization of routines, support and support from families. Regarding the domains of pedagogical work, we observe phonological awareness, the social function of writing, reading and storytelling. Based on this, we emphasize that the teaching working conditions at Santa Maria MTN need to be qualified, especially with regard to the lack of space and time for sharing between teachers, so that they can share practices, challenges, anxieties and pedagogical successes. The technical/educational product is a proposal for a teacher self-evaluation instrument about literacy pedagogical practices, as we understand that it constitutes a device capable of boosting reflection and qualification of literacy pedagogical practices. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-04-27T13:15:04Z |
dc.date.available.fl_str_mv |
2023-04-27T13:15:04Z |
dc.date.issued.fl_str_mv |
2023-01-27 |
dc.type.status.fl_str_mv |
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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http://repositorio.ufsm.br/handle/1/28851 |
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http://repositorio.ufsm.br/handle/1/28851 |
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por |
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por |
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700800000006 |
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600 600 600 600 600 |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional |
dc.publisher.initials.fl_str_mv |
UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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