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Previous issue date: 2016-07-27 / O presente trabalho objetiva analisar repercuss?es da forma??o continuada desenvolvida no ?mbito do Pacto Nacional pela Alfabetiza??o na Idade Certa (PNAIC), na pr?tica pedag?gica ? com foco no planejamento ? de Professores Alfabetizadores que atuam nos tr?s primeiros anos do Ensino Fundamental e participaram, como cursistas, do referido programa. Institu?do pela Portaria n?. 867/MEC, de 04/07/2012, o PNAIC consiste em uma pol?tica desenvolvida pelo Minist?rio da Educa??o em parceria com os governos do Distrito Federal, de estados e munic?pios entre 2013 a 2015, com vistas ? alfabetiza??o de crian?as at? os oito anos de idade, ao final do 3? ano do Ensino Fundamental, o qual envolve, entre outros programas, a forma??o continuada de professores que atuam no Ciclo de Alfabetiza??o. O percurso metodol?gico referendou-se nos princ?pios do Paradigma Qualitativo de Pesquisa, articulados ?s proposi??es da abordagem hist?rico-cultural de L. S. Vygotsky para a investiga??o dos processos humanos, e do dialogismo de M. Bakhtin, pertinente ? pesquisa em Ci?ncias Humanas. Tendo como l?cus uma escola da rede p?blica da rede estadual, o estudo envolveu, como sujeitos participantes, duas Professoras que participaram da forma??o do PNAIC e atuam em turmas do 1? e 3? anos, respectivamente, a Coordenadora Pedag?gica da escola citada e duas Orientadoras de Estudo, respons?veis, no ?mbito do programa, por ministrar a forma??o junto aos Professores participantes da pesquisa. Os dados emp?ricos foram constru?dos mediante a realiza??o de observa??es do tipo n?o participativo dos encontros/momentos de planejamento e/ou discuss?o da pr?tica pedag?gica na escola; de atividades realizadas em sala de aula bem como por meio de aplica??o de question?rios, entrevistas do tipo semiestruturada ? individuais e coletivas, an?lise dos registros do planejamento das professoras e documentos do PNAIC ? Cadernos de Forma??o. O percurso investigativo envolveu tr?s eixos de discuss?o: a forma??o docente, em especial a forma??o continuada, o processo de alfabetiza??o e o planejamento como parte da pr?tica pedag?gica e objeto de conhecimento em programas de forma??o. Compreendendo que o planejamento n?o se esgota na tomada de decis?es e na elabora??o de planos, mas como parte do processo de reflex?o-a??o-reflex?o, buscamos encontrar marcas da forma??o continuada do PNAIC nos discursos das professoras, em registros-documentos dessa a??o, assim como atrav?s das atividades realizadas em sala de aula, referentes ?s suas pr?ticas. Diante de tais investiga??es, emergiram a??es que por sua vez s?o relevantes na proposta de forma??o do PNAIC a saber, realiza??o de diagn?stico permanente das crian?as; considera??o dos ?Direitos de Aprendizagem de L?ngua Portuguesa? propostos como objetivos-conte?dos de ensino-aprendizagem na alfabetiza??o; produ??o e utiliza??o de recursos did?ticos; desenvolvimento de modalidades organizativas ? atividade permanente, projeto did?tico e sequ?ncia did?tica. A an?lise dos dados constru?dos possibilitou identificar marcas (ind?cios de repercuss?o) da forma??o desenvolvida no PNAIC nas pr?ticas das professoras, envolvendo aspectos da organiza??o/planejamento do trabalho pedag?gico desenvolvdo na escola, onde se destacam, al?m de serem evidenciadas a??es relacionadas, introdu??o de rotinas e espa?os na sala de aula. O estudo, mesmo reconhecendo a n?o linearidade entre proposi??es de pol?ticas e desenvolvimento de programas de forma??o e pr?ticas de professores, aponta para a necess?ria garantia de condi??es de forma??o continuada dos referidos docentes, como um direito que integra seu desenvolvimento profissional e valoriza??o social. / This work aims to analyze the effects of continuing education developed under the National Pact for Literacy in the Right Age (PNAIC), in pedagogical practices - focused on planning - of Literacy Teachers working in the first three years of elementary school and participated as the students of the program. Established by Ordinance No. 867 / MEC, of 04/07/2012, the PNAIC consists of a policy developed by the Ministry of Education in partnership with the governments of the Federal District, states and municipalities from 2013 to 2015, with a view to child literacy until the age of eight at the end of the 3rd year of elementary school and involving, among other programs, continuing education Literacy Teachers who work in Literacy Cycle. The methodological approach was guided by the principles of Paradigm Qualitative Research, articulated to the propositions of historical-cultural approach of L. S. Vygotsky for the investigation of human processes, and dialogism of M. Bakhtin, relevant research in Humanities. Having as locus a public school in the state system, the study involved as participant subjects two Teachers who participated in the formation of PNAIC and act in of 1st and 3rd grade classes, the Pedagogical Coordinator of the school where they work and two "Study Guides, "responsible, under the program, by providing the training to Literacy Teachers. Empirical data were constructed by conducting observations of non-participating type of meetings / moments of planning and / or discussion of pedagogical practice at school; activities carried out in the classroom; questionnaires; semistructured interviews - individual and collective; analysis of the teachers? planning records and PNAIC documents - Training books. The investigative journey involved three areas of discussion: teacher training, especially continuing education, the literacy process and planning as part of pedagogical practice and object of knowledge in training programs. Understanding that planning does not end in decision-making and the preparation of plans, but as part of the process of reflection-action-reflection, we seek to find PNAIC marks in the speeches of the teachers on this practice in its making of records, documents and the activities in the classroom. Therefore, we guide our search for actions considered paramount in training developed by PNAIC: the execution of permanent children diagnosis; considering the "Portuguese Language Learning Rights" proposed as a teaching and learning objectives, production of content literacy and use of teaching resources; development of organizational forms - permanent activity, teaching design and teaching sequence. The data analysis built enabled the identification marks (impact of evidence) training developed in PNAIC practices of teachers involving aspects of the organization / planning of the pedagogical work that develop in the school, where they stand out, besides the presence of related actions, the introduction of routines and spaces in the classroom related to the inclusion of children in the writing culture. The study, while recognizing the nonlinearity between the proposal of policies and development of training and practical programs for teachers, points to the needed warranty of continuing education conditions of teachers as a right that integrates professional development and social value.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21987 |
| Date | 27 July 2016 |
| Creators | Eleut?rio, Paula Francimar da Silva |
| Contributors | 15678296434, Ribeiro, Marcia Maria Gurgel, 20050755404, Silva, Rosalia de Fatima e, 32264046449, Rosa, Ester Calland de Sousa, 41954408404, Andrade, Maria da Concei??o Lima de, 37812637468, 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/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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