Submitted by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:36:00Z No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:37:22Z (GMT) No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) / Approved for entry into archive by Milena Rubi ( ri.bso@ufscar.br) on 2017-12-12T17:37:33Z (GMT) No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) / Made available in DSpace on 2017-12-12T17:38:20Z (GMT). No. of bitstreams: 1 ARAUJO_Samara_2017.pdf: 3374820 bytes, checksum: f774541e3f7ffbbda721509f03c6e3ae (MD5) Previous issue date: 2016-11-07 / Não recebi financiamento / This study seeks to understand the perceptions of literacy teachers on the proposal for continuing education developed under the National Pact Literacy Age One (PNAIC) in the municipality of Votorantim / SP. The methodological approach to the research was qualitative in nature, with data collection conducted through semi-structured interviews, questionnaires and document analysis. The data were analyzed according to a critical perspective. The formation of the literacy teacher is a concern at the current situation, demanding this professional skills and expertise to train students with a view to meeting the demands of capital. It is considered that the PNAIC is also developed in this perspective, being a punctual and discontinued program that aims to standardize the actions of literacy at the national level, conceiving them as mere executors of tasks. The teachers participating in this study believe that the training received in PNAIC is feasible by allowing the exploitation of their educational practices and changes in their ways of teaching literacy. However, the effective participation of these professionals in the construction and implementation of continuing education proposal of PNAIC is not displayed, and even being objective described by the program, the practice of reflexivity, assume the role of protagonists in their professional development and change agents in contexts in which they operate, yet it is a challenge. / O presente trabalho procura conhecer as percepções dos professores alfabetizadores sobre a proposta de formação continuada desenvolvida no âmbito do Pacto Nacional de Alfabetização da Idade Certa (PNAIC) no município de Votorantim/SP. A abordagem metodológica para a realização da pesquisa foi de cunho qualitativo, sendo a coleta de dados realizada por meio de entrevistas semiestruturadas, questionários e análise documental. Os dados foram analisados segundo uma perspectiva crítica. A formação do professor alfabetizador é uma preocupação diante do panorama atual, exigindo-se deste profissional habilidades e competências para formar os estudantes numa perspectiva de atendimento às demandas do capital. Considera-se que o PNAIC também é desenvolvido nessa perspectiva, sendo um programa pontual e descontinuado que tem por objetivos padronizar as ações dos alfabetizadores, em âmbito nacional, concebendo-os como meros executores de tarefas. Os professores participantes desta pesquisa creem que a formação recebida no PNAIC é viável por possibilitar a instrumentalização de suas práticas educativas e mudanças em suas maneiras de alfabetizar. Contudo, a participação efetiva desses profissionais na construção e implementação da proposta de formação continuada do PNAIC não é visualizada e, mesmo sendo objetivo descrito pelo Programa, a prática da reflexividade, superar a ideia de meros executores de tarefas e assumirem o papel de protagonistas de seu desenvolvimento profissional e de agentes de mudanças nos contextos em que atuam, ainda, é um desafio.

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:10:48Z No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:10:56Z (GMT) No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-01-17T17:11:04Z (GMT) No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) / Made available in DSpace on 2017-01-17T17:11:12Z (GMT). No. of bitstreams: 1 MONTEIRO_Waldirene Malagrine_2015.pdf: 254161185 bytes, checksum: a5ebc6351c903f0915ce8aadd97a5e51 (MD5) Previous issue date: 2015-02-25 / Não recebi financiamento / In the current research we analyze the personal and professional Constitution of literacy teachers, facing the relational hues during the course of life. In this sense, the research constitute of theoretical-methodological reflections, that seek to understand the professional constitution as subject-author in dialogue with two public school teachers from the city of Sorocaba, participating in the Research of Educational Practices in Mathematics Study Group, UFSCar- Sorocaba Campus, when considering a conflict and pleading educational space, centered on the problematization of teacher education. Stands, therefore, as a guiding question of this study, how does a teacher constitutes and develops professionally, the experiences of family relationship, initial schooling experiences, and relationships with teachers, people and spaces that were part of their lives in the formation process, especially the choice of teaching. This way, we tried to investigate the nature of the teaching profession, their knowledge, complexities that leverage discoveries about the subjectivities, experiences and professional trajectories, in a continuous and growing process of understanding the educational practice. Thus, the present research, committed to educational reality, particularly in the life stories of a Literacy Teacher, occurred by the information production of the (auto)Biographical narratives and Photo biographical, concerning the Constitution of personal and professional speakers from the research. In the process of data analysis, we organize the following theoretical contribution: Nóvoa (2010); Josso (2005); Souza (2013); Delory-Momberger (2006); Tardif (2003); among other authors that, on a qualitative approach, consider as granted the respect to the constituent elements of training and professional teaching, to seek alternatives for insertion of the teacher in the study center, in front of their singularities, subjectivities and the intensification of senses and meanings of experiences as results we present the fact that the Constitution of a tutor teaching establishes itself in the multi-referentiality, people, places and times, which cross the life and formation stories. / Na presente pesquisa buscamos analisar a constituição pessoal e profissional de professoras alfabetizadoras frente às matizes relacionais durante o decurso da vida. Nesse sentido, a pesquisa se constitui de reflexões teórico-metodológicas, que buscam compreender a constituição profissional como sujeito-autora em diálogo com duas professoras alfabetizadoras da rede pública de ensino de Sorocaba, que participam do grupo de estudos Grupo de Estudo e Pesquisas sobre Práticas Educativas em Matemática , UFSCar – Campus Sorocaba ao considerar um espaço de conflitos e debates educacionais, centrado na problematização da formação docente. Destaca-se, dessa forma, como questão norteadora deste estudo, como o professor alfabetizador se constitui e se desenvolve profissionalmente, frente às experiências da relação familiar, das experiências iniciais de escolarização, e das relações com os professores, pessoas e espaços que fizeram parte de suas vidas no processo de formação, sobretudo a escolha pela docência.Dessa forma, procurou-se investigar a natureza da profissão docente, seus saberes, complexidades que potencializam descobertas acerca das subjetividades, experiências e trajetórias profissionais, num contínuo e crescente processo de compreensão da prática educativa. Assim sendo, a presente investigação, comprometida com a realidade educacional, sobretudo nas Histórias de Vida do Professor Alfabetizador, se deu pela produção das informações das narrativas (auto)biográficas e fotobiográficas, concernentes a constituição pessoal e profissional das interlocutoras da pesquisa. No processo de análise dos dados, orientamo-nos pelo seguinte aporte teórico: Nóvoa (2010); Josso (2005); Souza (2013); Delory- Momberger (2006); Tardif (2003); entre outros autores que, numa abordagem qualitativa, consideram como pressuposto o respeito aos elementos constitutivos da formação e da profissionalidade docente, ao buscarem alternativas de inserção do professor no centro de estudo, diante de suas singularidades, subjetividades e da intensificação de sentidos e significados das experiências vividas.Como resultados apresentamos o fato de que a constituição da docência alfabetizadora se estabelece nas multirreferencialidades, de pessoas, lugares e tempos, os quais atravessam as histórias de vida e formação.

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Over the past 20 years, the United States has seen a rapid increase in school age students entering PK-12 schools for whom English is not their primary home language. These students are known as English learners (ELs). In Oregon, 77% of ELs speak Spanish and constitute the largest minority group, 21% of the total K-12 student enrollment in 2011-2012. With such potential for bilingualism in schools, bilingual teachers should be prepared to teach biliteracy effectively, especially in the early school years when students learn to read. There is an increasing demand for bilingual teachers in Oregon each year to teach in bilingual programs, particularly at the primary grade levels. However, for the most part, the emphasis of instruction and teacher preparation is on developing student English skills rather than supporting bilingualism (Flores, Sheets, & Clark, 2011; Macedo, Dendrinos, & Gounari, 2003; Wink, 2005). There is a need in Oregon to effectively prepare bilingual teachers who can help Spanish-speaking students develop biliteracy skills in the early grades. The purpose of this qualitative phenomenological study was to explore in depth the lived experiences among Oregon bilingual reading specialists in relation to biliteracy. The research question was "How do bilingual reading specialists understand the phenomena of teaching biliteracy to bilingual students?" Three themes emerged from the interviews conducted: collaboration, language and caring. The insights gained from the lived experiences of bilingual reading specialists can allow teacher educators, school district personnel, and state policy makers to better understand the phenomenon of developing biliteracy and change the way we prepare bilingual teachers in Oregon regarding biliteracy pedagogy. Recommendations are offered for stakeholders, such as the need to include courses in biliteracy as part of the initial teaching license, deliver courses in Spanish, and provide practicum experiences that prepare bilingual teachers and reading specialists to collaborate with colleagues and families. Also, it is important that some of the strategies identified at the state level as part of the English Learner Strategic Plan specifically focus on biliteracy and dual language programs.

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