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Previous issue date: 2014-02-28 / Universidade Federal do Rio Grande do Norte / In recent years, in Brazil, researches in the area of education have been focused on the study
of the necessities of formation, by the practice of necessity analysis, to subside the continued
teacher formation programs. This research on the necessity of the formation of literacy
teachers in the initial years of primary education originated in our discussions in academia,
regarding the issues of retention and evasion related to basic literacy teaching in Brazilian
public schools. We defined as a goal: to know the necessities of the formation of literacy
teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the
literacy teaching on that level of education and in Adult and Youth Education. The object is
the necessities in these teachers formation. The thesis is that the literacy teacher
reveals/constructs formation necessities when speaking of her practice, when exerting said
practice or even when producing teaching materials which subside that practice; in other
words, when making the theoretical/practical relation related to literacy teaching. The
approach is qualitative, according to which the natural environment is the source for data
collection; the focus of interest is the process of knowledge construction, and fundamental
importance is given to the meanings constructed by the subjects. We comprehended that
necessity is a socially constructed subjective phenomenon, and that necessity analysis allows
the revelation of formation objectives. We used the case study as a methodological strategy
which permits: studying a well-defined entity, [ ] as well as an academic institution; the
global comprehension of the phenomenon of interest; discovering what is most essential and
characteristic in the object. We counted with 17 teachers, 3 of which had their teaching
practices observed. We observed the school routine, analyzed the main class documents and
plans and interviewed the 17 teachers. We triangulated the data obtained by the routine
observation, the observation of the three teachers practices and by the document analysis,
next, we triangulated this data with the data from the analyzing the interviews with the 17
teachers. Such procedures reveal formation necessities in those teachers , such as: studying
child cognitive development; reviewing the concepts of literacy teaching; reviewing
fundaments of written language psychogenesis; reflecting on reading practices and literature;
reflecting on the practice of daily planning; reflecting on the school s material conditions and
the family/school relation. We concluded that researches of this nature contribute to the
orientation of teacher formation programs / Nos ?ltimos anos, aqui no Brasil, as pesquisas na ?rea de educa??o t?m se voltado para o
estudo de necessidades de forma??o, pelas pr?ticas de an?lise de necessidades, para subsidiar
os programas de forma??o continuada do professor. Esta pesquisa sobre necessidades de
forma??o de professoras alfabetizadoras dos anos iniciais do ensino fundamental teve origem
nas nossas discuss?es na academia, sobre os problemas da repet?ncia e evas?o relacionados ?
alfabetiza??o na escola p?blica brasileira. Definimos como objetivo: conhecer necessidades
de forma??o de professoras alfabetizadoras da Escola Municipal Odila Leite, Natal/RN, cujo
foco ? alfabetiza??o nesse n?vel de ensino e na Educa??o de Jovens e Adultos. O objeto s?o as
necessidades de forma??o dessas professoras. A tese ? a de que a professora alfabetizadora
revela/constr?i necessidades de forma??o ao falar de sua pr?tica, ao exercer esta pr?tica ou
mesmo ao produzir materiais did?ticos que subsidiam essa pr?tica, ou seja, ao fazer a rela??o
teoria/pr?tica concernente ? alfabetiza??o. A abordagem ? qualitativa, segundo a qual o
ambiente natural ? a fonte da coleta de dados; o processo de constru??o do conhecimento ? o
foco de interesse e aos significados constru?dos pelos sujeitos ? atribu?da fundamental
import?ncia. Compreendemos que necessidade ? um fen?meno subjetivo, socialmente
constru?do, e que a an?lise de necessidades permite a revela??o de objetivos de forma??o.
Usamos o estudo de caso como estrat?gia metodol?gica que permite: estudar uma entidade
bem definida, [...] como uma institui??o escolar; a compreens?o global do fen?meno de
interesse; descobrir o que h? de mais essencial e caracter?stico no objeto. Contamos com 17
professoras, das quais 3 tiveram suas pr?ticas pedag?gicas observadas. Observamos o
cotidiano escolar, analisamos os principais documentos e roteiros de aula e entrevistamos as
17 professoras. Triangulamos os dados obtidos pelas observa??es do cotidiano, pelas
observa??es da pr?tica das tr?s professoras e pelas an?lises dos documentos, em seguida,
triangulamos esses dados com os dados da an?lise das entrevistas das 17 professoras. Tais
procedimentos revelam necessidades de forma??o dessas professoras, como de: estudar o
desenvolvimento cognitivo da crian?a; revisar os conceitos de alfabetiza??o e letramento;
revisar fundamentos da psicog?nese da l?ngua escrita; refletir sobre as pr?ticas de leitura e
literatura; refletir sobre a pr?tica de planejamento di?rio; refletir sobre as condi??es materiais
da escola e sobre a rela??o fam?lia/escola. Conclu?mos que pesquisas dessa natureza
contribuem para orienta??o de programas de forma??o do professor
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14502 |
| Date | 28 February 2014 |
| Creators | Almeida, Maria Julia de Paiva |
| Contributors | CPF:83844929487, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7, Macedo, Geralda, CPF:31680941453, Ibiapina, Ivana Maria Lopes de Melo, CPF:22144749353, http://lattes.cnpq.br/2887767376788158, Rodrigues, Maria das Gra?as Soares, CPF:44405243468, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783941Y9, Carvalho, Maria do Ros?rio de F?tima de, CPF:02560801353, http://buscatextual.cnpq.br/buscatextual/index.jsp, Ferreira, Maria Salonilde, CPF:02903890463, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4787859Y0, Campelo, Maria Estela Costa Holanda |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| 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:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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