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Previous issue date: 2017-02-21 / A forma??o docente tem sido marcada por avan?os, retrocessos e mudan?as, em que
propostas curriculares para forma??o inicial tem se mostrado, muitas vezes, insuficientes,
evidenciando a necessidade de forma??o continuada. Assim, surgem pol?ticas p?blicas
propostas pelo Minist?rio da Educa??o, pelas Secretarias de Educa??o ou ainda forma??es em
servi?o, propostas pelas pr?prias institui??es de ensino, com vistas ao atendimento ?s
demandas formativas identificadas pelo corpo docente. Para realizar essa discuss?o de forma
qualificada, utilizamos autores como Cambi (1999), Saviani (1991; 2000; 2009; 2011), Freire
(1991; 2000), Lib?neo e Pimenta (1997; 1999), Vicentini e Lugli (2009), Imbern?n (2009),
Dourado (2015), entre outros. Nossa pesquisa tem como objeto de estudo a representa??o
social de professores sobre a forma??o continuada do PNAIC (Plano Nacional pela
Alfabetiza??o na Idade Certa). Como objetivo, propomos compreender a representa??o social
dos professores participantes do PNAIC acerca dessa forma??o continuada. Ou seja, o
universo ser? constitu?do pelos alfabetizadores dos anos iniciais do Ensino Fundamental do
munic?pio de Natal. As representa??es sociais, que tem como precursor Moscovici, revelam
os sentidos atribu?dos ao fazer docente enraizado no sistema do pensamento. Nessa dire??o,
realizamos uma investiga??o que envolveu procedimentos te?rico-metodol?gicos de car?ter
qualitativo e quantitativo, dentre os quais est?o, na dimens?o te?rica: a revis?o bibliogr?fica, o
estado da arte, de acordo com nossa tem?tica e a pesquisa documental; na dimens?o emp?rica,
utilizamos, na coleta de dados, a TALP ? T?cnica de Associa??o Livre de Palavras, o
question?rio socioecon?mico, a observa??o in loco e fontes secund?rias para caracteriza??o
do universo da pesquisa. Para o tratamento e an?lise dos dados, utilizamos os softwares Excel
e EVOC ? Ensemble des Programmes Permetant 1' Analyse des Evocations (2000),
posteriormente, a an?lise de conte?do de Bardin (2011), a partir da categoriza??o tem?tica.
Essa combina??o de t?cnicas permitiu verificar as poss?veis representa??es sociais da
forma??o ofertada pelo PNAIC, em determinado momento, e por um grupo espec?fico. Os
resultados encontrados podem contribuir para um olhar mais amplo sobre essa representa??o,
em que para os sujeitos os conhecimentos ? constru?dos em uma proposta de troca de
experi?ncias e em uma rela??o te?rico-pr?tica ? s?o importantes e necess?rios, tanto para
reflex?o sobre o fazer docente, quanto para o desenvolvimento de aprendizagens. Destacamos
a relev?ncia desta pesquisa frente a abrang?ncia do programa e da necessidade de pesquisas
que estejam em conson?ncia com as demandas formativas dos docentes da rede b?sica de
ensino. / The teacher education has been marked by advances, setbacks and changes, in which
curriculum suggestions to the initial training has shown, many times, to be insufficient,
highlighting the needs for continuing education. Thus, the public policies emerge proposed by
the Brazilian Ministry of Education, by the Secretariats of Education, or yet the training on
the job, proposed by the educational institutions themselves, in order to meet the educational
demands identified by the faculty. To accomplish this discussion in a qualified manner, we
had used authors such as Cambi (1999), Saviani (1982; 1991; 2000; 2004; 2009; 2011), Freire
(1991; 2000), Lib?neo and Pimenta (1997; 1999), Vicentini and Lugli (2009), Imbern?n
(2009), Dourado (2015), among others. Our research has as its study aim the social
representation of teachers about the continuing education course called PNAIC ?
The National Pact for Literacy at the Correct Age. As an objective, we proposed to
understand the social representation of the teachers participating in the PNAIC about this
training itself. So that, the universe will be made up of the literacy teachers of the early years
of the elementary school in the city of Natal. The social representations, which Moscovici was
the precursor, reveal the directions assigned to the action of teaching, rooted in the system of
thought. In this path, we conducted an investigation which involved theoreticalmethodological
procedures of qualitative and quantitative character, among which are, in the
theoretical dimension, the bibliographic review; the state of the art, according to our thematic
and the documental research; in the empirical dimension, we have used, on data collection,
the TALP ? The Technique of Free Association of Words; the socioeconomic survey; the
observation in loco and secondary sources for the characterization of the universe of the
research. For the treatment and analysis of the data, we used the Excel softwares and the
EVOC program ? Ensemble des Programmes Permetant l'Analyse des Evocations (2000),
subsequently, the Bardin content analysis (2011) from the thematic categorization. This
combination of techniques allowed us to verify the potential social representations of the
training offered by the PNAIC, at a given time and for a specific group. These results may
contribute to a broader look on this representation, in which for the subjects the knowledge ?
built on a proposed exchange of experiences, in a theoretical-practical relationship are
important and necessary, both to reflection on the action of teaching, as to the development of
learning. We highlight the relevance of this research on the scope of the program and the need
for researches that are in line with the educational demands of the teachers of the basic
education network.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24262 |
| Date | 21 February 2017 |
| Creators | Santos, Camila Rodrigues dos |
| Contributors | 93881118420, Tavares, Andrezza Maria Batista do Nascimento, 01062340485, Lopes, Denise Maria de Carvalho, 15678296434, Nascimento, Jos? Mateus do, 00069278407, Paiva, Maria Cristina Leandro de, 59764309453, Melo, Elda Silva do Nascimento |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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