Made available in DSpace on 2016-04-27T16:32:23Z (GMT). No. of bitstreams: 1 Simone Garbi Santana Molinari.pdf: 15585852 bytes, checksum: c72962abed8ae0e4c675c296032d283d (MD5) Previous issue date: 2010-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work has risen from the questioning about the didactical choices made by literacy teachers and aimed to identify and search for the origins of those choices, as well as detect and understand the context and the dynamics of the teacher`s acts towards her students. The data were collected in a state public school of São Paulo, located in a state capital`s southeast neighborhood, at a 1st grade classroom, from September 2009 to March 2010. We assumed that the choices made by the literacy teachers would be partially intentional from the teaching point of view, however, they would not partially follow such orientations, deriving from the habitus and the common sense in the presence of the unforeseen demands of the school reality and the rooted practices as school culture. The data analyses were based on authors from Social Sciences theory and its respective concepts, such as: Pierre Bourdieu (habitus and practical or common sense), José Gimeno Sacristán (educational action and practice) and Philippe Perrenoud (bricolage). As procedures of the data collection we used direct observations of the classroom, questionnaire and interviews with the teacher. Such instruments aimed to know the school agents and understand the principles which lead the literacy teacher to make her choices and the relation with the didactical acts and practices inside the classroom. The data analysis indicated that the teacher`s acts were partially marked by the choice of the content according to the Program Ler e Escrever (Reading and Writing Program), however, preferentially oriented to the homogenization and discipline control of the children, by means of the dynamics of the chosen activities, or the strong mark of rhythm imposed to them. As they were conducts in favor or against the principles which direct the orientations of the program adopted in the state public school, we could detect the presence of bricolage , in which the habitus obtained in the first years with the family and then, at the beginning of the school life, explained by Bourdieu as the most present in a person s trajectory, oriented the teacher s practice towards her students. Placed with innovative practices predicted in the official program, the results also pointed that the effective act contributed to the social promotion of her teaching career / O presente trabalho partiu do questionamento sobre as escolhas didáticas feitas por professores alfabetizadores no exercício da profissão e teve como objetivos identificar e procurar as origens dessas escolhas, assim como detectar e compreender o contexto e a dinâmica das ações da professora com seus alunos. Os dados foram colhidos em uma escola da rede pública estadual de São Paulo, localizada em um bairro da zona sudeste da capital, em uma sala de 1ª série, entre setembro de 2009 e março de 2010. A hipótese era a de que as escolhas feitas pelos professores alfabetizadores seriam parcialmente intencionais do ponto de vista do ensino, porém, parcialmente não seguiriam tais orientações, decorrendo do habitus e do senso prático diante dos imprevistos da realidade escolar e das práticas sedimentadas como cultura escolar. A análise de dados foi feita à luz de referencial teórico de autores das Ciências Sociais e seus respectivos conceitos, tais como: Pierre Bourdieu (habitus e senso prático), José Gimeno Sacristán (ação e prática educativa) e Philippe Perrenoud (bricolage). Como procedimentos de coleta de dados foram utilizados observações diretas em sala de aula, questionário e entrevista feitos com a professora. Tais instrumentos tiveram como objetivo conhecer os agentes escolares e compreender os princípios que levam uma professora alfabetizadora a fazer suas escolhas e a relação com as ações e práticas didáticas realizadas em sala de aula. A análise dos dados apontou que as ações da professora observada estiveram parcialmente marcadas pela seleção de conteúdos em acordo com o Programa Ler e Escrever, mas, preferencialmente, orientadas para a homogeneização e controle da disciplina das crianças, seja pela dinâmica das atividades escolhidas, seja pela marca forte do ritmo impresso a elas. Por se tratar de condutas a favor e outras contrárias aos princípios que norteiam as orientações do programa adotado na rede pública estadual, pode-se detectar a presença de bricolage , em que o habitus adquirido nos primeiros anos com a família e depois, no início da vida escolar, explicados por Bourdieu como os mais presentes na trajetória de uma pessoa, orientaram a prática da professora com seus alunos. Ao lado de ações inovadoras previstas no programa oficial, os resultados apontam, também, que a atuação efetivada contribuiu para a ascensão social de sua carreira docente

This study aims to develop knowledge about the teaching of literary history in upper secondary school. Sub-study I explores: What content is foregrounded when upper secondary school teachers of Swedish introduce literary history? And what significance can different teaching content have for sparking interest? Sub-study II explores: What teaching content sparks students’ interest in literary history? And what other aspects of the teaching spark their interest in literary history according to the students themselves? The study is framed by didactics and curriculum theory and also theories about interest and teaching. The material consists of video recordings from ten different lessons when upper secondary teachers were introducing literary history in the course Swedish 2. The experiences of upper secondary school students of the teaching were collected using questionnaires and interviews. All students were enrolled in university preparation programmes in a medium-sized Swedish city. The results of the analysis in Sub-study I show a wide range of potential literary history teaching content. The study thus contributes new empirical knowledge about what forms (in terms of its content) literary history can take in its teaching. In the past, Swedish as a subject has been discussed to a large extent in relation to the conceptions of the subject of Swedish as a skills subject, as a cultural heritage subject, and as an experience-based subject. The results of the study are discussed in relation to these conceptions but make further contributions by concretizing the variety of teaching content that occurs in classrooms. The results of the analysis in Sub-study II show that upper secondary school students’ interest in literary history can be sparked in relation to different content in the teaching such as students experiences; intertextuality; similarities and differences between different periods; epochs, authors and works, and aesthetic elements. The analysis also revealed aspects that could be linked to the teachers’ ways of leading and organising the teaching. These were passion and engagement; content legitimation; interaction and participation; variety; structure and delimitation and grades or de-emphasis on performance. The many themes identified in Sub-study II contribute to revealing different ways of sparking interest in literary history. This is an important result in view of the fact that previous research has shown that students lack interest in literary history teaching. Together, the two sub-studies contribute to revealing new empirical knowledge about literary history teaching. Finally, there is a reflective discussion which illuminate the study in relation to different perspectives on classroom management.