Banca de DEFESA: CELINA HENRIQUETA MATOS DE HEREDIA NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CELINA HENRIQUETA MATOS DE HEREDIA NASCIMENTO
DATE: 09/01/2025
TIME: 14:00
LOCAL: Sala de Atos - FE 01
TITLE:

Continuing Education of teachers literacy teachers: implications of the matinal pact for the literacy at the right age (PNAIC) and time to learn in reading and writing practices.

KEY WORDS:

Education; Literacy Teacher Training; Literacy and Literacy; PNAIC; Time to Learn.

PAGES: 159
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research investigated the implications of the National Pact for Literacy at the Right Age (PNAIC) and Time to Learn (Tempo de Aprender) programs for teaching reading and writing, based on the conceptions of two teachers working in the first year of elementary school at the Federal District State Department of Education. It set out to answer the following question: What are the implications of the continuing education experienced in the literacy training programs PNAIC and Tempo de Aprender for the didactic-pedagogical practices in the teaching of reading and writing of teachers working in the Initial Literacy Block? The study is based on two fundamental pillars: teacher training and literacy. To support the research, it relies on authors such as Chartier (2000; 2007) to discuss teacher know-how; Tardif (2002) and Saviani (2002,2009) to refer to the history and conceptions of teacher training, among others. With a focus on literacy, it was based on Mortatti (2004; 2010, 2012; 2021) to address the history of literacy methods and Soares (2008; 2010; 2017; 2021), Leal (2012,2019), Morais (2012; 2019) who debate literacy and literacy, as well as other authors. This is a qualitative study (André, 2005), given its interpretative nature. The research instrument used was a semi-structured interview with two teachers from the Federal District State Department of Education, in 2024, working in the first year of elementary school. To analyze the data, the study used the Thematic Content Analysis of Bardin (2020) and Franco (2021). The results of the analysis showed that, even with different epistemological conceptions, the teachers use the assumptions of the two programs in a pragmatic coherence. Textual genres, pleasure reading and planning models (sequences and didactic projects) were identified as relevant contributions from PNAIC. As for Tempo de Aprender, the video lessons were considered important for guiding some teaching situations. With regard to the axes of language teaching, the greatest investment was in the axis of linguistic analysis and reading texts, considering the need for appropriation of the alphabetic writing system by the end of the first year. The Time to Learn methodology was considered by the teachers surveyed to be more suitable for the initial literacy process. With regard to assessment practices, we observed an approximation with the formative perspective, coming closer to the assumptions defended by PNAIC. In terms of heterogeneity, they pointed to different didactic and pedagogical arrangements in order to meet the writing hypotheses. As for the resources and materials made available, the teachers showed that they had used the Tempo de Aprender resources, but during the research period, they reported frequent use of the PNAIC games. In summary, the assumptions of both programs were present in the teachers' practice, with the argument of reaching the singularities of the students' learning.

COMMITTEE MEMBERS:
Externo à Instituição - JOSE RICARDO CARVALHO DA SILVA - UFS
Interna - 2000468 - LILIANE CAMPOS MACHADO
Externa ao Programa - 1247419 - PATRICIA TRINDADE NAKAGOME - nullPresidente - 1768424 - SOLANGE ALVES DE OLIVEIRA MENDES