Banca de DEFESA: RISOCLEIDE APARECIDA MARIA DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RISOCLEIDE APARECIDA MARIA DA SILVA
DATE: 30/08/2023
TIME: 13:30
LOCAL: Sala virtual do CAA
TITLE:
KEY WORDS:

Criança Alfabetizada Program. Continuing education of teachers. Practices of teaching reading and writing.

PAGES: 173
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research is part of the discussions on the teaching practices of reading, writing and
continuing education within the scope of an educational program. By considering that there
exists a failure of the school regarding the teaching of literacy in the early years of schooling
(MORAIS, 2012; SOARES 2020), suggestions of policy that seek to solve this problem are not
uncommon. The Criança Alfabetizada Program (PCA) is one of them. The PCA has a
governmental nature and it was implemented by the Brazilian law N° 16.667 of July 15th, 2019
in the state of Pernambuco, aiming to encompass the early childhood education (4 and 5 years),
the first and the second years of elementary school. In this context, we present the following
question: what are the repercussions of the continuing education course of the Criança
Alfabetizada Program for the daily practices of teaching how to read and write used by teachers
in the last year of childhood education and first year of the elementary school? From the
theoretical framework that guides this study, we are able to understand that, even if the teachers
are immersed in the program prescriptions, they tend not to completely adopt them in their
practices, since these professionals are knowledge-products subjects, who has different
knowledge (TARDIF, 2012) and resort to different consumption tactics (CERTEAU, 2012).The
theoretical foundation of the work is also composed of authors who discuss literacy. (MORAIS,
2012; SOARES, 2004, 2020; FERREIRO, 2011; TEBEROSKY, 1999), on continuing
education of teachers and daily practices (IMBERNÓN, 2011; GATTI, 2003, 2019;
FALSARELLA, 2003; CHARTIER, 2007, 2021) and also the Criança Alfabetizada Program
(GONÇALVES, 2021). Therefore, the general objective of this study was to investigate the
repercussions of the continuing education course of the Criança Alfabetizada Program on the
daily practices of teaching reading and writing used by teachers of the last year of early
childhood education and first year of the elementary school. So as to, we have used the
qualitative approach (MINAYO, 2011) and the following methodological procedures:
documental research, semi-structured interviews (LAVILLE, DIONNE, 1999) e partaker
observations (ANDRÉ, 1995). The investigative lócus was a school located in the "agreste" of
Pernambuco and the participants were two teachers, being one of Early Childhood Education -
5 years and the other, of the 1st year of Elementary School. The data were studied with support
on the content thematic analysis (BARDIN, 2004) and they revealed that there were some
repercussions of the PCA's continuing educations on the practices of teaching reading and
writing of both teachers. Regarding Early Childhood Education teacher, there was a highlight
on her work with the project (Words Detective) that concerns practices of literacy in appearing
on the municipal schedule of the PCA. On the other hand, concerning the 1st year teacher, we
stand out the use of the additional material of the PCA, named Almanaque 1, which is also a
part of the formative meetings of the Program. However, in addition to the elements related to
the PCA, in the practices of the two teachers, there were many exercises of traditional basis,
such as copying and reading/recitation of the alphabet and syllabic families. Turning out to be
a mix between the guidances of the educations of the Program and the traditional exercises used
as tools in the process of teaching how to read and write.

COMMITTEE MEMBERS:
Presidente - 2364398 - ALEXSANDRO DA SILVA
Externa à Instituição - LEILA NASCIMENTO DA SILVA
Interna - 1651275 - LUCINALVA ANDRADE ATAIDE DE ALMEIDA
Externa à Instituição - NAYANNE NAYARA TORRES DA SILVA - UPE