Banca de QUALIFICAÇÃO: MARCIA VANIA SILVERIO PERFEITO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : MARCIA VANIA SILVERIO PERFEITO
DATE: 18/01/2025
TIME: 08:00
LOCAL: Sala de Reunião 01 - FE-03
TITLE:

Alfamais (GO) and Alfaletrando (DF): from official prescriptions to reading and writing didactics in the early years of Elementary School

KEY WORDS:

Education; Curriculum; Literacy; Continuing Education; Initial Years of Elementary School.

PAGES: 100
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to analyze the curricular proposals for the initial teaching and learning of reading and writing, adopted by the AlfaMais Program in Goiás and Alfaletrando Program in the Federal District, for the first two years of Elementary School, as well as the teachers’ appropriation of the knowledge obtained from continuing education and the recommended teaching materials. Its specific objectives are: to examine the theoretical and methodological proposals that integrate the initial teaching and learning of reading and writing in the two continuing education programs, aimed at teachers who work in the 1st and 2nd years of Elementary School; to verify the approaches that permeate the recommended teaching materials for the initial teaching and learning of reading and writing with children aged six and seven who attend the first two years of Elementary School; learn how literacy teachers are appropriating the knowledge provided by the respective programs during continuing education meetings and in the use of recommended teaching materials. The AlfaMais-GO Program, created in 2021, was adapted in 2023 to integrate the current National Commitment to Literate Children Policy of the Ministry of Education. The Alfaletrando-DF Program was established in 2024 and is guided by the current Policy. Both were implemented with a focus on student learning and on improving reading and writing scores in external exams. It is believed that studies like this have an impact on public education policies, as this discussion is fundamental to achieving concrete results in daily school life. The theoretical framework integrates reflections from the Theories of Didactic Transposition (Chevallard, 2013; 2005), the power of the school to produce specific cultures (Chervel, 1990) and the Fabrication of Everyday Life (Certeau, 2014; 1985), designating what guides the knowledge of practice or the knowledge produced in action (Chartier, 1998). In the field of literacy, the theoretical scope includes Soares (2020a; 2020b; 2016; 2008; 2004; 2003; 2000), Solé (2012), Morais (2019; 2012; 2009; 2007; 2005; 2002), Lerner (2008; 2007), Koch and Elias (2015; 2014), Kleiman (2016; 2005), Ferreiro (2012; 2010; 1990), Ferreiro and Teberosky (1999), Chartier (2016a; 2016b; 2010; 2008; 2007; 2005; 2000; 1998) among others. It is also anchored in documents that provide for the respective Programs. This is a qualitative research (Rodrigues, 2016; André, 2015; Minayo, 2011; Lüdke and André, 2003;) and as research techniques, in addition to documentary analysis (Gil, 2010; Cellard, 2008; Lüdke and André, 2003), semi-structured interviews will be conducted (Gerhardt et al, 2009; Manzini, 2004; Lüdke and André, 2003) with teachers from the State Secretariat of Education of Goiás (SEDUC) and the State Secretariat of Education of the Federal District (SEEDF) who work with the respective Programs. To process the information, we will use the thematic content analysis described by Bardin (2016), among others. The partial results indicated that: in Brazil, discussions about the teaching and initial learning of reading and writing are marked by epistemological and temporal oppositions; public policies for the continuing education of literacy teachers, when announced as a priority, are implemented and abruptly interrupted; in the AlfaMais-GO and Alfaletrando-DF Programs, children considered literate must be able to use reading and writing in communicative situations in social life, without the obligation to master the orthographic norm; the Programs include the preparation and delivery of complementary teaching materials, their own evaluation systems and provide awards for schools with the best results.

COMMITTEE MEMBERS:
Presidente - 1768424 - SOLANGE ALVES DE OLIVEIRA MENDES
Interna - 4316431 - MARIA CLARISSE VIEIRA
Externa ao Programa - 1247419 - PATRICIA TRINDADE NAKAGOME - UnBExterno à Instituição - ALEXSANDRO DA SILVA - UFPE
Externo à Instituição - ARTUR GOMES DE MORAIS - UFPE