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Previous issue date: 2015-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O estudo investiga o processo de implementa??o do Programa Nacional Biblioteca da Escola, PNBE e a forma??o do leitor na Educa??o Infantil de Natal. ? certo que a promo??o da leitura liter?ria ? a oportunidade de inser??o no mundo ligado ? cidadania, aos direitos humanos e ? justi?a social, pois ? a leitura que d? sentido ? vida e, portanto, um direito de todos. O estudo se caracteriza como uma pesquisa qualitativa de abordagem avaliativa. O procedimento metodol?gico de constitui??o do corpus de pesquisa se deu em tr?s etapas: a primeira foi a an?lise das leis e os documentos de pol?ticas p?blicas nacionais de promo??o da leitura; os question?rios aplicados pelo Comit? Gestor - Natal/RN nos CMEIs e os sites dispon?veis do MEC que prestam conta da distribui??o do acervo; na segunda etapa, foi adotado como procedimento metodol?gico a entrevista semiestruturada, elaborada com quest?es abertas que focam na gest?o do programa e no acervo do PNBE; e a terceira etapa foi a visita a 21 Centros de Educa??o Infantil de Natal para a realiza??o das entrevistas e da etapa da observa??o explorat?ria dos espa?os de leitura. S?o atores informantes nesta pesquisa: os assessores da SME - Natal e do FNDE, gestores dos Centros Municipais de Educa??o Infantil e professores, totalizando 30 informantes. Tomou-se como referencial te?rico-metodol?gico os estudos de Amarilha (1993; 1994; 2002; 2006; 2010; 2012), Bardin (2001), Bogdan; Biklen (1994) Castro (2007; 2008; 2012), Demo (2000; 2006; 2008), Fischer (2006), Moreira; Caleffe (2008); Paiva (2008; 2012), Secchi (2010; 2012), Soares (2003; 2008) e Zilberman (2001; 2003; 2008). A an?lise indica que a estrat?gia de descentraliza??o adotada no modelo de gest?o p?blica transfere as responsabilidades e assun??o do PNBE, eximindo os atores do planejamento de a??es que garantam a efici?ncia e efic?cia da implementa??o da pol?tica de leitura em n?veis nacional e municipal. O qualificado acervo distribu?do pelo MEC chega a todos os Centros de Educa??o Infantil independente da vontade ou da a??o dos professores, poucos o conhecem, visto que n?o t?m informa??o sobre o PNBE, tampouco recebem forma??o espec?fica de maneira a articul?-lo ? pr?tica de leitura com as crian?as da Educa??o Infantil. Os projetos de leitura implementados pela iniciativa privada na Educa??o Infantil de Natal se sobrep?e ao PNBE, tornando-o invis?vel. Os espa?os de leitura dispon?veis para essa etapa de escolariza??o se resumem a cantinhos de leitura. Em alguns Centros Infantis, os livros permanecem guardados nas caixas ou trancados em arm?rio fora de uso por professores e estudantes. Assim, o cuidado com a aquisi??o, a sele??o do acervo, a preocupa??o com a oferta da leitura e do livro para esse n?vel de educa??o se perdem em volumes de caixas fechadas, professores alijados do processo e crian?as sem o encantamento da leitura e do livro. Nesse contexto, este trabalho chama aten??o para o quanto ainda se precisa investigar com o objetivo de compreender as perspectivas, tens?es e desafios sobre as pol?ticas p?blicas de promo??o da leitura no nosso pa?s. Espera-se que a pesquisa possa contribuir para melhorar o modelo de gerenciamento do Programa Nacional Biblioteca da Escola - PNBE garantindo a democratiza??o da leitura e, por conseguinte, a forma??o do leitor na Educa??o Infantil. / This study aims to investigate the process of implementation of Programa Nacional Biblioteca da Escola, PNBE, and the reader's training on Childhood Education level in Natal. The promotion of literary reading is the opportunity of inclusion in a world that is connected to citizenship, to human rights and social justice, because the reading is the way which gives meaning to the life and, therefore, it is a right for everybody. The study is characterized as a qualitative research with evaluative approach. The methodological procedure that constitutes this corpus took place in three stages: the first one was about the analysis of laws and documents of national public policies for the reading promotion; questionnaires were applied by Managing Committee - Natal/RN to CMEIs and the available websites from MEC that provide distribution of the acquis; in the second stage, we adopted the semi-structured interview as a methodological procedure elaborated with open questions that focus on the program management and to the acquis of PNBE; and in the third step we visited the 21 centers of childhood education in Natal for interviewing and to do the exploratory observation in places of reading. The Informant actors in this research are: the advisors of SME - Natal and FNDE, managers and teachers in Municipal Childhood Education Centers who totalize 30 informants. This theoretical and methodological framework follows the studies of Amarilha (1993; 1994; 2002; 2006; 2010; 2012), Bardin (2001), Bogdan; Biklen (1994), Castro (2007; 2008; 2012), Demo (2000; 2006; 2008), Fischer (2006), Moreira; Caleffe (2008), Paiva (2008; 2012), Secchi (2010; 2012), Soares (2003; 2008) and Zilberman (2001; 2003; 2008). The analysis indicates that decentralization strategy which is adopted in public management model will transfer responsibilities and assumption of the PNBE, exempting the actors to planning actions ensuring the efficiency and efficacy implementation on reading policy to national and municipal levels. The qualified acquis that is distributed by MEC reaches every Childhood Education center and does not depend on teacher's desire or it action, only a few of them know about it and they do not have information about the PNBE, neither receive specific training in order to articulate it to the practice of reading with children from Childhood Education. The reading project implemented by private education system in Natal overlaps the PNBE, making it invisible. The reading places that are available for that schooling stage are summarized to the reading corners. In some CMEI, books remain stored in boxes or they are locked in the closet, out of use to the teachers and students. Thus, care for the acquisition, selecting acquis, and a preoccupation to the supply of the reading and books for this education level are lost into volumes of closed boxes, teachers are jettisoned to this process and children do not have any enchantment to the reading or books. In this context, this paper draws attention to how much we should still investigate in order to understanding the perspectives, stresses and challenges from public policies for the reading promotion in our country. We hope that the research will help to improve the management model of the PNBE, ensuring the reading democratization and therefore the reader's training in early Childhood Education.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/20793 |
| Date | 31 July 2015 |
| Creators | Silva, Sayonara Fernandes da |
| Contributors | 10790926172, http://lattes.cnpq.br/7415412765980423, Castro, Alda Maria Duarte Ara?jo, 18930689515, http://lattes.cnpq.br/1267050454995209, Freitas, Alessandra Cardozo de, 70399239472, http://lattes.cnpq.br/4424220937257634, Dieb, Messias Holanda, 38883414349, http://lattes.cnpq.br/4729675669995125, Amarilha, Marly |
| Publisher | Universidade Federal do Rio Grande do Norte, 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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