Mestrado Profissional em Educação

URI Permanente para esta coleção

http://repositorio.ufes.br/handle/10/17593

Nível: Mestrado Profissional
Ano de início:
Conceito atual na CAPES:
Ato normativo:
Periodicidade de seleção:
Área(s) de concentração:
Url do curso:

Navegar

Navegando Mestrado Profissional em Educação por Assunto "Alfabetização"

Agora exibindo 1 - 4 de 4
  • Nenhuma Miniatura disponível
    Item
    A gestão escolar democrática como espaço-tempo de formação de professores alfabetizadores
    (Universidade Federal do Espírito Santo, 2024-10-02) Braga, Vanessa Auer; Silva, Dulcinéa Campos ; https://orcid.org/0000-0002-2982-8464; http://lattes.cnpq.br/0081472286593661; https://orcid.org/0009-0002-6782-5798; http://lattes.cnpq.br/0980282377963301; Alcântara, Regina Godinho de ; https://orcid.org/0000-0002-5748-3918; http://lattes.cnpq.br/1101713319008913; Vieira, Alexandro Braga ; https://orcid.org/0000-0001-5952-0738; http://lattes.cnpq.br/9217767617403655; Gontijo, Claudia Maria Mendes ; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Carvalho, Letícia Queiroz de ; https://orcid.org/0000-0003-0519-6746; http://lattes.cnpq.br/2450281340934414
    This work, entitled “Democratic school management as a space-time for training literacy teachers”, had the general objective: to understand the historical processes that corroborate the non-appropriation of children's reading and writing. The specific objectives are: a) organize and develop collective processes and dialogues for training literacy teachers at school; b) analyze the historical and social conditions of the exposed problem, through dialogues and collective listening; c) reflect, collectively, on the categories emerging from the analysis of data obtained through listening to the subjects involved and discuss intervention proposals; d) elaborate, based on the synthesis of the phenomenon under study, proposing intervention in the scope of management and training of literacy teachers, with a view to focusing on new possibilities for pedagogical organizations in literacy. This research had as its theoretical contribution the concepts of Bakhtin and his Circle (2003, 2017); Caldart (2023), Curado (2018), Freitas (2018), Gontijo (2003, 2008, 2014), Vazquez (2007), among others. Methodologically, this dissertation is of a participatory qualitative nature, as it understands that qualitative research helps to understand and value narratives, expressions of thoughts, voices, writings, images, silences, among other manifestations. To produce data, it uses dialogue circles, recordings and analysis of documents. As a result, it understands the student as a citizen practicing the exercise of his citizenship through writing, recognized as a space for these exercises and also for resistance. The social function of writing is an ethical and political act, in which the subject takes responsibility for what he writes and, at the same time, demands a response, therefore the result of this research is not limited to what was presented here, because it is a process dialectic with no date to end. The epistemology used in this study has produced and will produce other and new epistemologies, a path that mobilizes transformations
  • Nenhuma Miniatura disponível
    Item
    Alfabetização com os coletivos socialmente desiguais: como os pobres politizam o ensino-aprendizagem da leitura e da escrita quando chegam à escola
    (Universidade Federal do Espírito Santo, 2021-09-24) Alves, Manoelita Rodrigues; Silva, Dulcinéa Campos; http://orcid.org/0000-0002-2982-8464; http://lattes.cnpq.br/0081472286593661; https://orcid.org/0000-0001-7678-9317; http://lattes.cnpq.br/8339054586665097; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Simoes, Renata Duarte; https://orcid.org/0000-0002-8378-2890; http://lattes.cnpq.br/1114035410099626; Arroyo, Miguel Gonzalez; https://orcid.org/0000-0002-3702-2057; http://lattes.cnpq.br/0892315644984139
    This research had as its goal to analyze the development of a discursive alphabetization praxis with children who live in poverty as well as to identify how they politicize the teaching-learning for reading and writing. It is assumed that this children, along with their families, organize around a social dynamic that creates a possibility for the output of their existence and it is the school’s responsibility to comprehend this dynamic to acknowledge how and where to walk alongside and towards the educational process. As of this assumption the main question is: how to place children’s concrete formulations in a dialogic and dialectical movement, considering impoverished knowledge of the language during alphabetization process? The research is guided by the language theory by Mikhail Bakhtin and the methodology perspective based on the Dialectics and Historical Materialism, Arroyo’s considerations about childhood and poverty (2007, 2014, 2016) and the concept on alphabetization from Cláudia Maria Mendes Gontijo (2008, 2014), among others. The research was based on a qualitative and participative methodology, the discursive elements that highlight the meanings from the formulations from the students and their families. The students that participated in the research are children on the first year of Elementary School and live in a poor neighborhood where is located the school they are registered. The results evince that children that live in poverty have the potential to politicize the alphabetization curriculum, with formulations produced as of their social, economical, cultural and historical needs. This knowledge allow the starting point for teaching reading and writing that articulate the children praxis with school praxis.
  • Nenhuma Miniatura disponível
    Item
    Alfabetização, currículo e práticas sociais: a práxis discursiva entre a formação docente e as ações na sala de aula
    (Universidade Federal do Espírito Santo, 2020-09-30) Magri, Valdirene Mageski Cordeiro; Silva, Dulcinea Campos; https://orcid.org/; http://lattes.cnpq.br/0081472286593661; https://orcid.org/0000-0001-5180-3012; http://lattes.cnpq.br/0485204516973873; Gontijo, Cláudia Maria Mendes; https://orcid.org/0000-0003-2365-937X; http://lattes.cnpq.br/6585693734181022; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405; Becalli, Fernanda Zanetti; https://orcid.org/0000-0002-8628-6550; http://lattes.cnpq.br/2864535413247642
    This dissertation arose from the need and interest to understand, in the perspective of the discursive praxis of teacher training and the training actions in the classroom, the articulation between curriculum and social practices of the subjects involved in the literacy process in a public school, located in the Municipality of Santa Maria de Jetibá ES. This is a participatory qualitative research, using the concepts of Bakhtinian language and literacy as social praxis, a right of all citizens. Developed from two dialectical and dialogical action movements, within the scope of teacher training (theory) and in the classroom (practice) formative scope, it involved 07 (seven) third year elementary school teachers, 81 (eighty-one) students and their families. The questionnaire answered by the teachers and the Reality Inventory developed with the students and their families were the instruments chosen for the apprehension of reality and the choice of themes to be considered in the elaboration of the didactic methodological proposal of discursive praxis, which gave rise to the Educational Product. As results, yhe research shows the possibility of building curricula that meet the needs of all subjects (from the countryside, the city and other realities), since to teachers are provided space and time to bring up their concepts of the literacy universe, seeking collectively to overcome challenges and build new paths for the organization of their educational praxis. The results also point to the possibility of organizing this praxis based on the subjects' reality themes, taking them as mobilizing principles of knowledge, through which reading, text production and other literacy knowledge, in a discursive dimension, gain meaning and enable the formation of real citizens
  • Nenhuma Miniatura disponível
    Item
    Alfabetização: abordagem discursiva voltada para o processo de ensinoaprendizagem das relações sons e letras e letras e sons
    (Universidade Federal do Espírito Santo, 2020-09-22) Monteiro, Alzenira Barcelos; Costa, Dania Monteiro Vieira; https://orcid.org/0000-0003-1840-1614; http://lattes.cnpq.br/1473912232379405; https://orcid.org/0000-0003-3637-7478; http://lattes.cnpq.br/9947564142189443; 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
    It is a research in the field of literacy. Discusses a discursive approach to teaching and learning the relationships between sounds and letters and letters and sounds. It develops a methodological design that involved a qualitative research in the sociohistorical perspective realized through a case study. Describes and analyzes situations constituted by the dialogical movement existing in the school time / space of a class of the 3rd year of the literacy cycle composed of 25 children, of whom 14 were not yet literate at the beginning of the research, from a school in the municipal public school system from Vila Velha/ES, in the year 2019. It takes as a theoretical reference the discussions held by Bakhtin (2006, 2011) and Geraldi (1997, 2010, 2012, 2016), in the field of language, and by Vigotski, in the field of psychology , specifically the discussion it has about pedagogical mediation. It elects the following categories of analysis: a) For a discursive approach in educational work with the relationship between sounds and letters and letters and sounds: error or search for active and responsive understanding by children ?, in which it discusses the fear of making mistakes that, initially, there was on the part of the children when producing texts, due to the difficulties presented, by the children, on the relationship between sounds and letters and letters and sounds and how this fear was being overcome through dialogue, enabling the appropriation of knowledge that involves reading and reading. production of texts. In category b) For a discursive approach in educational work with the relationship between sounds and letters and letters and sounds: interdiscursive aspects, it draws a discussion on the importance of considering these aspects in the children's literacy process. And in the last category called: c) For a discursive approach in educational work with the relations between sounds and letters and letters and sounds: reading and text production, dialogues about the work that integrates reading and the production of texts to the study of relations sounds and letters and letters and sounds. It concludes that dialoguing with the children about the relationship they have with the teaching-learning of written language, shows the importance of considering their experiences, emotions and discourses, in which their experiences combined with the discursive movements carried out in the classroom, collaborate so that the child understands his condition as a potential learner of the mother tongue in its written form.