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Previous issue date: 2013-01-18 / This work presents as an object of study the relevance of the teaching practice in the initial formation teacher in the Education Course in order to understand in which conditions the practice is revealed as a space for mobilization, drafting and redrafting of knowledge about literacy. The research, of qualitative approach, characterized as a study case, it had as study scenario the University, the PIBID and the School of Basic Education. As data collection procedures, it was adopted document analysis, systematic observation recorded in a field journal and a semistructured interview with three coordinators of the University, two supervisors of the School of Basic Education and five scholarship university students, all participants in the Institutional Program of Scholarship of Initiation to Teaching PIBID. It relies in the principles of content analysis by Laurence Bardin (1977), to understand and explain the guiding issues of the investigation. And as theoretical substrate, it is based on the historical-cultural approach, which has Vygotsky (1984, 1987, 1988, 1989, 1993, 1998) as its principal representative, allied to others authors, whose have as object of study the formation of teachers - Marcelo Garc?a (1999), N?voa (1995), Tardif (2002, 2005, 2007), Tardif and Lessard (2005), Pimenta (2010), Pimenta and Lima (2010), Fernandes (2003, 2005), Saviani (2007, 2008), Tanuri (2000), Silva (2006); and issues relevant to the understanding of the concepts and processes of literacy - Freire (1982, 1989), Soares (2010, 2004, 2002, 2003), Ferreiro and Teberosky (1985), Ferreiro (2010), Kleiman (2007, 2005, 1995), Tfouni (1988 e 1995) and Mortatti (2004, 2006, 2012). From the conducted analyses it was possible to identify three dimensions of knowledge in the Teaching Practice of PIBIB, related to the initial training of the literacy teacher, involving the pedagogical knowledge, the disciplinary knowledge, the curricular knowledge and the experiential knowledge, which are: mobilized knowledge; knowledge initially refuted; knowledge (re)established. These dimensions didn't emerge in a linear form, it was formed in a continuum of doubts, contradictions, questions, readings, reflections and dialogues, characterizing a dialectical movement of action-reflection-action. In this process, the mediations and the time occupied a key role for the learning of teaching. Restates the thesis, affirming the importance of teaching practices in the Education Course, as important spaces of teaching, learning and articulation of knowledge for the literacy teacher formation. Emphasized, however, it is not only any kind of practice, but those proposals that contemplate the many faces of the learning of teaching, in articulation permanent with the teaching knowledge. / Este trabalho apresenta como objeto de estudo a relev?ncia da pr?tica de ensino na e para a forma??o inicial do professor no Curso de Pedagogia, com o intuito de compreender em que condi??es a pr?tica se revela como espa?o de mobiliza??o, elabora??o e reelabora??o de saberes sobre alfabetiza??o. A pesquisa, de abordagem qualitativa, caracterizada como estudo de caso, teve como cen?rio do estudo a Universidade, o PIBID e a Escola de Educa??o B?sica. Como procedimentos de coleta de dados, foram adotados a an?lise documental, a observa??o sistem?tica registrada em di?rio de campo e a entrevista semiestruturada com tr?s coordenadoras da Universidade, duas supervisoras da Escola de Educa??o B?sica e cinco bolsistas, todas participantes do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia - PIBID. Apoia-se nos princ?pios da an?lise de conte?do de Laurence Bardin (1977), para compreender e explicar as quest?es orientadoras da investiga??o. Como substrato te?rico baseia-se na abordagem hist?rico-cultural, que tem Vygotsky (1984, 1987, 1988, 1989, 1993, 1998) como seu principal representante, aliada a outros autores que t?m como objeto de estudo a forma??o de professores - Marcelo Garc?a (1999), N?voa (1995), Tardif (2002, 2005, 2007), Tardif e Lessard (2005), Pimenta (2010), Pimenta e Lima (2010), Fernandes (2003, 2005), Saviani (2007, 2008), Tanuri (2000), Silva (2006) - ; e as quest?es pertinentes ? compreens?o dos conceitos e processos de alfabetiza??o - Freire (1982, 1989), Soares (2010, 2004, 2002, 2003), Ferreiro e Teberosky (1985), Ferreiro (2010), Kleiman (2007, 2005, 1995), Tfouni(1988 e 1995) e Mortatti (2004, 2006, 2012). A partir das an?lises realizadas foi poss?vel identificar tr?s dimens?es de saberes na Pr?tica de Ensino do PIBIB, relacionadas ? forma??o inicial do professor alfabetizador, que abarcaram os saberes pedag?gicos, os saberes disciplinares, os saberes curriculares e os saberes experienciais, quais sejam: saberes mobilizados; saberes inicialmente refutados; saberes (re)elaborados. Essas dimens?es foram se constituindo num continuum de d?vidas, contradi??es, questionamentos, leituras, reflex?es e di?logos, caracterizando-se num movimento dial?tico de a??o-reflex?o-a??o. Nesse processo, as media??es e o tempo ocuparam um papel fundamental na e para a aprendizagem da doc?ncia. Reitera a tese, afirmando a relev?ncia das pr?ticas de ensino no Curso de Pedagogia, como importantes espa?os de ensino, de aprendizagem e de articula??o de saberes na e para a forma??o do professor alfabetizador. Ressalta, no entanto, que n?o s?o quaisquer pr?ticas, e sim aquelas propostas que contemplem as diversas faces da aprendizagem da doc?ncia, em articula??o permanente com os saberes docentes.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3739 |
| Date | 18 January 2013 |
| Creators | Sousa, Isabela Mascarenhas Antoniutti de |
| Contributors | Fernandes, Cleoni Maria Barboza |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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