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Previous issue date: 2016-02-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente tese tem como objetivo analisar a forma??o de professores alfabetizadores em Cursos de Pedagogia, a partir de sentidos atribu?dos a esse processo por professores-formadores que atuam com disciplinas espec?ficas de alfabetiza??o nesses cursos. Partimos do pressuposto de que a forma??o de professores alfabetizadores em Cursos de Pedagogia constitui-se de m?ltiplos processos e ? marcada por diversos fatores, dentre eles, os modos como os professores-formadores, que atuam nesses cursos com disciplinas de alfabetiza??o, d?o significado ? forma??o docente e seus objetos ou focos espec?ficos, tal como a alfabetiza??o. Esses sentidos, elaborados em suas hist?rias de vida pessoal e profissional, s?o, ainda que n?o exclusiva e diretamente, constitutivos de suas a??es-rela??es de ensino e de desdobramentos nas aprendizagens dos discentes-formandos nos referidos cursos. O estudo assumiu como aporte te?rico-metodol?gico a perspectiva da abordagem qualitativa de pesquisa, articulando-a com princ?pios da abordagem hist?rico-cultural de L. S. Vigotski e do dialogismo de M. Bakhtin para a pesquisa sobre processos humanos que privilegiam, nesses estudos, a centralidade da linguagem e das intera??es como constitutivas do objeto e de seus processos de compreens?o. A pesquisa emp?rica realizou-se por meio de entrevistas semiestruturadas com quatro professores-formadores que atuam em Cursos de Pedagogia de quatro institui??es de ensino superior das redes p?blica e privada de S?o Lu?s, MA. A an?lise dos sentidos expressos foi constru?da tomando dois grandes eixos estruturantes: forma??o de professores e alfabetiza??o para analisar as bases constituintes dos sentidos relativos a forma??o de professores alfabetizadores nos cursos de Pedagogia em estudo. Quanto ? Forma??o Docente, os enunciados evidenciaram sua significa??o como rela??o entre teoria e pr?tica; como rela??o entre contextos de atua??o; como rela??o entre pr?ticas ? ensino, pesquisa e extens?o; como rela??o entre saberes da doc?ncia. Quanto ? alfabetiza??o, os sentidos expressos pelos professores formadores emergiram como: apropria??o de pr?ticas de ler e escrever; campo de atua??o/forma??o; rela??o com Letramento e como objeto da forma??o inicial. Da rela??o entre esses eixos ? forma??o docente e alfabetiza??o - apreendemos os seguintes enunciados como express?o de seus sentidos em rela??o a forma??o de professores alfabetizadores em cursos de Pedagogia: limites das a??es do Curso (rela??o desigual tempo da forma??o x demandas curriculares espec?ficas); dificuldade de articula??o teoria-pr?tica; necessidade de extrapola??o do previsto no curr?culo; Ao mesmo tempo, os professores formadores ressaltaram possibilidades das a??es do curso nesse processo formativo ? sa?das produzidas por eles: Articula??o entre as atividades te?ricas e as pr?ticas; Articula??o entre contextos universidade-escola; Articula??o entre atividades de ensino e pesquisa; Articula??o entre atividades de ensino e extens?o; Articula??o entre diferentes saberes. As evid?ncias que conseguimos produzir em nosso exerc?cio de interpreta??o apontam para a necessidade de intensifica??o das discuss?es e a??es que contribuam para uma amplia??o das possibilidades de forma??o de professores alfabetizadores em cursos de Pedagogia, considerando a relev?ncia desse processo para os professores, que respondem por esse processo na escola. / This thesis aims to analyze the training of literacy teachers in pedagogy courses, from meanings attributed to this process by teacher-trainers who work with specific disciplines of literacy in these courses. I assume that the training of literacy teachers in pedagogy courses consists of multiple processes and is marked by several factors, among them the ways teachers-trainers, who work in these courses with literacy courses, give meaning to teacher training and its objects or specific focus, such as literacy. These senses, drawn up in their stories of personal and professional life are, although not exclusively and directly, constitutive of its educational actions, relations and developments in the learning of students, trainees in these courses. The study took as theoretical and methodological support the perspective of qualitative research, linking it with the principles of cultural-historical approach LS Vygotsky and dialogism M. Bakhtin for research on human processes that focus on those studies, the centrality language and interactions as constitutive of the object and its understanding of processes. Empirical research was carried out through semi-structured interviews with four teachers-trainers working in higher education institutions Pedagogy four courses of public and private networks of Sao Luis, MA. Analysis of expressed senses was built taking two major structural areas: teacher training and literacy to analyze the constituent sense bases for the training of literacy teachers in teaching courses in study. As for Teacher Training, the statements showed its significance as a link between theory and practice; as a relationship between performance contexts; as a relation between practices - teaching, research and extension; as a relationship between teacher knowledge. As for literacy, the senses expressed by trainers teachers emerged as appropriation practices of reading and writing; of action / training field; relationship with literacy and as a subject of initial training. The relationship between these axes - teacher training and literacy - grasp the following statements as an expression of their meanings in relation to training literacy teachers in pedagogy courses: limitations of the actions of the Course (unequal relationship time training x specific curriculum demands); difficulty of theory-practice articulation; need for extrapolation to the requirements of the curriculum; At the same time, the teacher educators emphasized possibilities of ongoing actions in this training process - outputs produced by them: The relationship between the theoretical and practical activities; Linkage between university-school contexts; Articulation between teaching and research activities; Articulation between education and extension activities; Articulation between different knowledge. The evidence that we can produce in our exercise of interpretation point to the need to intensify discussions and actions that contribute to an expansion of training opportunities for literacy teachers in pedagogy courses, considering the importance of this process for the teachers who are responsible for this process at school.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22526 |
| Date | 29 February 2016 |
| Creators | Vituriano, Herc?lia Maria de Moura |
| Contributors | 15678296434, Andrade, Erika dos Reis Gusm?o, 34252819504, Ribeiro, M?rcia Maria Gurgel, 20050755404, Momo, Mariangela, 49709119087, Moraes, L?lia Cristina Silveira de, 28846052315, Benevides, Araceli Sobreira, 08750079883, Amorim, Ana Luisa Nogueira de, 76912620434, Lopes, Denise Maria de Carvalho |
| 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/doctoralThesis |
| 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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