Educação

URI Permanente desta comunidade

http://repositorio.ufes.br/handle/10/17589
Programa de Pós-Graduação em Educação

Centro: CE
Telefone: (27) 4009 2547
URL do programa: http://www.educacao.ufes.br/pt-br/pos-graduacao/PPGE

Navegar

Navegando Educação por Autor "Alcântara, Regina Godinho de"

Agora exibindo 1 - 4 de 4
  • Imagem de Miniatura
    Item
    As relações sons e letras e letras e sons em livros didáticos de alfabetização (PNLD 2010) : limitações e desafios ao encontro de uma abordagem discursiva de linguagem
    (Universidade Federal do Espírito Santo, 2014-04-22) Alcântara, Regina Godinho de; Schwartz, Cleonara Maria; Gontijo, Claudia Maria Mendes; Dalvi, Maria Amélia; Castro, Marcelo Macedo Correa e; Zaccur, Edwiges Guimar dos Santos
    This study has as initial focus of investigation the way literacy textbooks propose the study of relationships between sounds and letters and letters and sounds , and how this dimension is articulated (or not) to a conception of literacy that takes the text as a teaching unit. It is characterized as a search for documentary stamp, bringing to study academic and scientific production about the theme of research, theoretical trends in the study of literacy, the historical process of the evaluation of textbooks policy in Brazil, the Quick textbook - PNLD 2010 - literacy - Portuguese (2009) and two collections of literacy textbooks, which are: The School is Ours - literacy and language, and Open Door - literacy and linguistics, both evaluated and selected by the National Program Textbook (PNLD), in the 2009 edition, for the 2010 school year. Assume the hypothesis that the proposed work with the sounds and letters and letters and sounds brought by literacy textbooks in the context of literacy, by not taking the text as teaching unit, ends up creating obstacles for the proper understanding of these relationships by students. Takes as theoretical and methodological principles Bakhtin's approach to language as well as the conception of literacy that guides this study (GONTIJO; SCHWARTZ, 2009). Concludes that by failing to bring the texts (speech genres) as set out, indifferent to the alternation of subjects of the speech, the books analyzed, despite the few differences between them, which specifically refers to information that concern the linguistic, will meet a conception of language as a system of rules that must be previously internalized by the student so that he can proceed to reading and writing. Treat then the mother tongue as a foreign or dead language, as if it were static, remaining immune to historical evolution. The study confirmed the research hypothesis, since disregarding and/or ignoring the dialogical aspect of the utterance, the books analyzed minimize the possibility of introduction of a discursive approach to the language, which focuses on the treatment of sounds and letters and letters and sounds relationships that eventually present themselves dichotomized from the text and its discursive context and thus its reflection and systematization by students distance themselves from a study of these relationships in the midst of the socio-historical, ideological, linguistic, stylistic aspects, among others that permeate their teaching. Therefore, by not offering a discursive treatment of language, they contribute little to an appropriate "linguistic" treatment, eventually creating obstacles to the understanding of these relations by students. Believes that linguistic knowledge, especially relating to language and dialectal varieties become important when the approaches of these relationships happen, but these alone do not guarantee its appropriation. Emphasizes the knowledge needed by teachers (and authors) about the linguistic approach taken by the textbook and the rescue of teaching and authorship on the teaching of the mother tongue, introducing an authorship-dialogical process of production of knowledge with students.
  • Imagem de Miniatura
    Item
    Cursos on-line do programa escrevendo o futuro: vozes que se depositam e que se calam em uma política pública de formação de professores para o ensino da língua portuguesa no Brasil
    (Universidade Federal do Espírito Santo, 2020-12-16) Nadai, Gisele Santos de; Schwartz, Cleonara Maria; https://orcid.org/0000000344112234; http://lattes.cnpq.br/1768605311310158; https://orcid.org/0000-0001-6056-3858; http://lattes.cnpq.br/4751307125620287 ; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Alcântara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; Becalli, Fernanda Zanetti; https://orcid.org/0000-0002-8628-6550; http://lattes.cnpq.br/2864535413247642; Geraldi, João Wanderley; http://lattes.cnpq.br/0942600232344834
    The thesis integrates the studies of the line of research in Education and Language of the graduate program in Education of the Federal University of Espirito Santo, regarding the researches that go over public policies about the teaching of the Portuguese language in Brazil. The main objective was to understand the conceptual and pedagogical bases that support the online courses of the Writing the Future Program, aimed at the Portuguese teachers that work in the public elementary and high schools of Brazil, and who are interested in teaching reading and writing, namely: Reading goes, writing comes: classroom practices and In the plots of the text: paths for rewriting. This is about a document analysis research, of a qualitative nature, as it sought to overcome the quantitative-qualitative dichotomy in understanding the data. The theoretical methodological options are based on the conceptual categories of understanding, language, linguistics, and dialogism of the Bakhtin Circle, and take the documents produced by the online courses as concrete linguistics full of meanings, intentionalities and contexts that mark their speeches and open doors for new understandings. It was based on this assumption that we historically, socially, and politically contextualized the Writing the Future Program, and dialogue with the composition and statements of the online courses selected in defense of the thesis: theoretical and methodological inconsistencies and / or inconsistencies in teacher training courses that work with Portuguese language teaching in Brazil, among other factors, contribute to the lack of improvement in reading and writing performance of elementary and high school students.
  • Imagem de Miniatura
    Item
    Leitura literária e educação do campo na formação inicial de professores
    (Universidade Federal do Espírito Santo, 2023-06-22) Pompermayer, Soraya Ferreira; Foerste, Erineu; https://orcid.org/0000000328460298; http://lattes.cnpq.br/3294719644172070; https://orcid.org/0000-0003-0115-2850; http://lattes.cnpq.br/4870921172453007; Alcântara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; Santos, Silvanete Pereira dos; https://orcid.org/0000-0001-9814-1781; http://lattes.cnpq.br/8330548752405550; Carvalho, Leticia Queiroz de; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414; Oliveira, Marcia Santos Duarte de; Schwartz, Cleonara Maria; https://orcid.org/0000000344112234; http://lattes.cnpq.br/1768605311310158; Araujo, Margareth Martins de
    This doctoral research investigates literary reading and field education in initial teacher training. The object of analysis was the Degree Course in Rural Education at the Federal University of Espírito Santo (LEdoC/UFES). The production, systematization, treatment and analysis of data was guided by the following problem: how does working with the literary text contribute to the initial formation of the reading teacher in rural education? This is a study carried out in the Research Group (CNPq) “Cultures, Partnerships and Rural Education” and in the Research Line “Teaching, Curriculum and Cultural Processes” of the Graduate Program in Education (PPGE) at UFES. The Network Research Working Group (GTPR) was created, from which two master's dissertations and the present thesis were produced. The research is anchored in the theoretical assumptions of Walter Benjamin (2012), specifically narration, and Mikhail Bakhtin (2003), dialogism. At the same time, it discusses issues of Rural Education, teacher training in Arroyo (2010), Molina (2014), Caldart (2015), Foerste (2009), among others. Dialogues on reading and reader formation and education in Freire (1998), Bakhtin (2003), Kramer (2000), Geraldi (1996) are deepened. This is a study based on qualitative approaches (ANDRE; LUDKE, 2012) focusing on dimensions of participatory research (BRANDÃO, 2001) with implications for action research (THIOLLENT, 1992; FRANCO, 2005), as well as Dialogical Analysis do Discurso – ADD (SOBRAL; GIACOMELI, 2016), (BRAIT, 2006) based on a collective construction in dialogue with the traditional peoples and communities of the course in question. It appears from the narratives of the research subjects that the Pedagogy of Alternation provides students in Community Time (TC) with the opportunity to have more time for reading, thus contributing to the formation of the reading teacher; a new reformulation of the curriculum is necessary and rethink the workload of some disciplines. The menus need to be revisited to encourage the formation of reading teachers. It is concluded that it is necessary to train the reading teacher in dialogue with the culture of peasant subjects, in order to enhance the collective production of a transforming praxis of literary reading in the initial training of teachers.
  • Imagem de Miniatura
    Item
    Políticas públicas de formação continuada de professoras alfabetizadoras: entrelaçando fios enunciativo-discursivos sobre o pró-letramento e o pacto nacional pela alfabetização na idade certa
    (Universidade Federal do Espírito Santo, 2025-06-27) Mairink, Leni Rocha; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405 ; https://orcid.org/0009-0008-8527-5877; http://lattes.cnpq.br/2216332911804396; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022 ; Schwartz, Cleonara Maria; https://orcid.org/0000-0003-4411-2234; http://lattes.cnpq.br/1768605311310158; Alcântara, Regina Godinho de; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913 ; Martins Filho, Lourival José; https://orcid.org/0000-0002-8464-7236; http://lattes.cnpq.br/2491699071811572
    The research aims to engage in dialogue with academic studies that have discussed the continuing education programs for literacy teachers — Pró-Letramento and Pacto Nacional de Alfabetização na Idade Certa — in the period from 2006 to 2024 seeking to understand, actively and responsively, the evaluative considerations produced within these studies regarding these programs, while also comparing this dialogue with other enunciations and/or texts. It is characterized as a qualitative bibliographic review, whose corpus consists of academic Productions retrieved from the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior and Biblioteca Digital Brasileira de Teses e Dissertações databases. The research is based on the enunciative-discursive conception of language, grounded in Bakhtinian studies. The results revealed a recurrent discontinuity in federal continuing education programs, with no consistent evaluations conducted by public authorities. Furthermore, there is a noticeable tendency towards the standardization of teaching practices, which limits teachers' autonomy, creativity, and critical reflection, while reinforcing their accountability for students' performance, particularly in external assessments. This scenario disregards structural factors that directly affect the teaching and learning process and reduces literacy to a tool focused on developing functional skills and competencies to meet market demands, thereby emptying its historical, cultural, and symbolic dimensions, which are fundamental for human development. Despite these limitations, continuing education policies remain a relevant strategy for strengthening teaching professionalism and fostering the construction of new meanings in the relationship between theory and practice.