Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Manzano, Thaís Sodré
 |
| Orientador(a): |
Giovanni, Luciana Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Educação
|
| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/10463
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Resumo: |
This work aims to understand how the continuous formation of literacy teachers occurred in the Educational System in the city of São Paulo in 2013, by means of the implementation of the National Pact for Literacy at the Right Age (PNAIC), which started in Brazil in 2012. Firstly, the program is contextualized inside the logic of decentralization of the educational politics of the model of regulating state and neo-liberal principles, as well as it is highlighted, on one hand, the importance given to the literacy studies in the country and, on the other hand, the main characteristics that orientate the politics of continuous formation for teachers, specially literacy teachers and its implications to the teachers work. As theoretical reference, we adopted Antonio Viñao Frago s school cultures, Carlos Marcelo s and Denise Vaillant s teachers professional development and Thomas Popkewitz s social regulation concepts. The hypothesis is focused on that the teachers have little autonomy in the processes of continuous formation, in which hegemonic formative actions are privileged, that not only disregard the teachers cultures and, moreover their practices and conceptions, but also regulate them. This model of literacy teachers formation would be marked by authoritarian conceptions of the teachers professional formation, in which the decisions would be taken considering, mostly, the application of legal dispositions, uniform orientations, and regulation of practices, facilitating technical and methodological aspects to the detriment of knowledge about the political, social and human issues, involved in literacy. Were analyzed the official documents of the program concerning the teachers continuous formation and interviewed the participants of the processes of formation in progress in 2013, in the city of São Paulo: 01 local coordinator from the Department of Education of the city of São Paulo, 01 professor from Superior Education Institution, 01 studies tutor and 03 teachers. The data analysis, organized and synthesized in tables, allowed to conclude that PNAIC is an educational program whose conception of literacy teachers formation reveals itself outdated and authoritarian and its implementation in the city of São Paulo has been the expression of the model of the Regulating State, and the literacy teachers formation is more characterized as regulating of practices than as promoting the teachers professional development. The implementation of the courses of teachers formation of the PNAIC program has a clear segregation between those who discussed and elaborated the materials, their curricular and pedagogical references and those who put them into practice. The conceptions of teachers formation and literacy present at PNAIC program converge to the same ideal of society and individual, in which the formation, professional or elementary, is essential to format and subject the individuals (teachers and students) to a model of government management by means of social regulation. With that in mind, was confirmed the hypothesis that in the course of literacy teachers formation of the PNAIC program, the teachers have little autonomy in the processes of continuous formation, in which hegemonic formative actions are privileged, which not only disregard the teachers cultures, practices and conceptions, but also regulate them |
