Mestrado Profissional em Educação

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Navegando Mestrado Profissional em Educação por Assunto "Alfabetização"

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    A gestão escolar democrática como espaço-tempo de formação de professores alfabetizadores
    (Universidade Federal do Espírito Santo, 2024-10-02) Braga, Vanessa Auer; Silva, Dulcinéa Campos ; https://orcid.org/0000-0002-2982-8464; http://lattes.cnpq.br/0081472286593661; https://orcid.org/0009-0002-6782-5798; http://lattes.cnpq.br/0980282377963301; Alcântara, Regina Godinho de ; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; Vieira, Alexandro Braga ; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Gontijo, Claudia Maria Mendes ; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Carvalho, Letícia Queiroz de ; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414
    This work, entitled “Democratic school management as a space-time for training literacy teachers”, had the general objective: to understand the historical processes that corroborate the non-appropriation of children's reading and writing. The specific objectives are: a) organize and develop collective processes and dialogues for training literacy teachers at school; b) analyze the historical and social conditions of the exposed problem, through dialogues and collective listening; c) reflect, collectively, on the categories emerging from the analysis of data obtained through listening to the subjects involved and discuss intervention proposals; d) elaborate, based on the synthesis of the phenomenon under study, proposing intervention in the scope of management and training of literacy teachers, with a view to focusing on new possibilities for pedagogical organizations in literacy. This research had as its theoretical contribution the concepts of Bakhtin and his Circle (2003, 2017); Caldart (2023), Curado (2018), Freitas (2018), Gontijo (2003, 2008, 2014), Vazquez (2007), among others. Methodologically, this dissertation is of a participatory qualitative nature, as it understands that qualitative research helps to understand and value narratives, expressions of thoughts, voices, writings, images, silences, among other manifestations. To produce data, it uses dialogue circles, recordings and analysis of documents. As a result, it understands the student as a citizen practicing the exercise of his citizenship through writing, recognized as a space for these exercises and also for resistance. The social function of writing is an ethical and political act, in which the subject takes responsibility for what he writes and, at the same time, demands a response, therefore the result of this research is not limited to what was presented here, because it is a process dialectic with no date to end. The epistemology used in this study has produced and will produce other and new epistemologies, a path that mobilizes transformations
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    Alfabetização com os coletivos socialmente desiguais: como os pobres politizam o ensino-aprendizagem da leitura e da escrita quando chegam à escola
    (Universidade Federal do Espírito Santo, 2021-09-24) Alves, Manoelita Rodrigues; Silva, Dulcinéa Campos; http://orcid.org/0000-0002-2982-8464; http://lattes.cnpq.br/0081472286593661; https://orcid.org/0000-0001-7678-9317; http://lattes.cnpq.br/8339054586665097; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Simoes, Renata Duarte; https://orcid.org/0000-0002-8378-2890; http://lattes.cnpq.br/1114035410099626; Arroyo, Miguel Gonzalez; https://orcid.org/0000-0002-3702-2057; http://lattes.cnpq.br/0892315644984139
    This research had as its goal to analyze the development of a discursive alphabetization praxis with children who live in poverty as well as to identify how they politicize the teaching-learning for reading and writing. It is assumed that this children, along with their families, organize around a social dynamic that creates a possibility for the output of their existence and it is the school’s responsibility to comprehend this dynamic to acknowledge how and where to walk alongside and towards the educational process. As of this assumption the main question is: how to place children’s concrete formulations in a dialogic and dialectical movement, considering impoverished knowledge of the language during alphabetization process? The research is guided by the language theory by Mikhail Bakhtin and the methodology perspective based on the Dialectics and Historical Materialism, Arroyo’s considerations about childhood and poverty (2007, 2014, 2016) and the concept on alphabetization from Cláudia Maria Mendes Gontijo (2008, 2014), among others. The research was based on a qualitative and participative methodology, the discursive elements that highlight the meanings from the formulations from the students and their families. The students that participated in the research are children on the first year of Elementary School and live in a poor neighborhood where is located the school they are registered. The results evince that children that live in poverty have the potential to politicize the alphabetization curriculum, with formulations produced as of their social, economical, cultural and historical needs. This knowledge allow the starting point for teaching reading and writing that articulate the children praxis with school praxis.