Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Slavez, Milka Helena Carrilho
 |
| Orientador(a): |
Giovanni, Luciana Maria |
| 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 Educação: História, Política, Sociedade
|
| Departamento: |
Educação
|
| País: |
BR
|
| 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/10336
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Resumo: |
The initial grades of Primary School, especially the first and the second grades, represent the main stage in the literacy process. Consequently, there is a demand of specific knowledges about the aspects that comprehend the literacy and competences to promote the teaching of reading and writing on the professional that teaches those grades. The complexity of this stage frequently leads the most experienced teachers to choose other grades so the initial ones are given to other teachers that, because they do not have another option, take this responsibility despite their preference, knowledge and competences. Therefore, the choice and stability, by the teachers option, in the literacy classes, happen because of other reasons which should be explained. Taking into account a sociological perspective, we aim to investigate how the specific literacy knowledges through the trajectories of teachers who decided to remain in the literacy classes are acquired, and which elements of both basic identity processes the biographical and the relational process were decisive to the constitution of the social identity, especially to a professional identity of literacy teachers. The theoretical support for this research is constituted by Berger s and Luckmann s studies about primary and secondary socialization, by Dubar s studies about teaching professional socialization, and by Tardif s and Raymond s studies about the time factor in the constitution of knowledges and professional identity. The qualitative research was carried out in 2009/2010, by means of questionnaires to accomplish the preliminary study with 54 literacy teachers of public and private schools of the city of Paranaíba-MS and by means of intensive, semi-structured interviews with 06 of these literacy teachers. The results obtained were organized in charts and tables and analyzed on account of the research theoretical reference, and confirmed the hypothesis that the teachers which had chosen to remain in the first and second grades of primary school built their identities as literacy teachers from identity elements produced in their biographical and relational times and spaces, that is, based on acknowledged practices inherited from previous generations of literacy teachers, from guidelines/projects imposed to teachers through their professional career, as well as from identity strategies developed in the spaces of the institutions that they had passed through in their social and professional trajectories |
