Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Piovezan, Roberta Maria de Souza
 |
| Orientador(a): |
Palma, Dieli Vesaro
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| 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 Língua Portuguesa
|
| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/29605
|
Resumo: |
This thesis is part of the research line of Reading, Writing and Teaching of Portuguese Language, of the Postgraduate Studies Program in Portuguese Language of the Pontifical Catholic University of São Paulo and has as its theme the impacts on the continuation of teachers in the early years, Research of the implementation process of the National Common Curricular Base (BNCC), a reference document for private companies in Brazil approved in December 2017. of implementation, should it impact teaching pedagogical practice?”; 2) “According to the form of pedagogical teaching of the Portuguese language, knowledge about the BN teaching courses can 3) “How can Professional Linguistic Education contribute to the development of educators, especially those who attend the Early Years of Elementary School I?”. Thus, in this way of investigating the challenges and as studies objectified by the teachers of Elementary School I, in charge of the teachers of the Ministry of Portuguese Language. As specific objectives of the process, we intend to outline possibilities for teacher training with a focus on the Portuguese Language curriculum, in view of the BNCC implementation component; to highlight the educational challenges faced by the teachers in the face of public changes; and to present the Language Practice Linguistic Analysis and its transversality as a training proposal. Our initial hypothesis, as they do not have adequate training, will have great difficulties in fulfilling the expected role in the process, as they start from a deficient premise in essence: the public construction and implementation of an active initiative and engagement of the main agents of social transformation. Thus, we delimited as corpus the Language Practice Linguistic Analysis, which is presented transversally in relation to the other Language Practices in what surrounds the teaching of Portuguese Language. As for the methodological procedures, we adopted a qualitative approach of a bibliographic nature, based on the theoretical framework that underlies Linguistic Education, with regard to the assumptions defended by Palma and Turazza (2014), articulated to the pedagogical perspectives theorized by Dewey (2000), Giroux (1997), Silva (2007), Sacristán (2000) and Arroyo (2013), in addition to official documents such as the National Education Plan, the National Curriculum Parameters, the National Curriculum Guidelines and the National Curricular Common Base. What is intended, therefore, is to collaborate for the formation of more reflective, active and autonomous teachers in the development of the communicative competence of the learner-teachers. The results of this research show the need for a proposal for pedagogical training aimed at Elementary School teachers, which aims to develop the communicative competence of the teachers-learners. In this sense, this work proposes Language Education as a way to improve these professionals |
