Leitura na perspectiva formador-formando: uma experiência com o Programa Ensino Médio em Rede

• Ano de defesa: 2009
• Autor(a) principal: Albertim, Marcos de Moura
• Orientador(a): Vieira, Maria Celina Teixeira
• 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: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Formação continuada de professores; Coordenador pedagógico; Compreensao na leitura; Educacao continuada; Ensino medio; Leitura; Professores - Formação profissional
• Palavras-chave em Inglês: Understanding reader; High school; Teacher continuing education; Educational coordinator
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16517

This study is inserted in the line of research: Development, teaching and learning, the Program of Post Graduate Studies in Education: Psychology of Education, which aims to understand human development and its relationship with the teaching and learning processes in the school context, family and Community. Our research is situated in the school and seeks to know and study the meaning assigned by teachers of high school to a program of continuing education in which one of the focuses was the Understanding Reader. This program was developed by teacher Coordinator of a public school, reference, located in Sao José dos Campos, with the benefit of the program materials and tools Ensino Médio em Rede, sponsored by the State Department of Education of the State of São Paulo. More specifically characterized the program as a Ensino Médio em Rede, including the Program of Continuing Education in Understanding Reader, developed under the guidance of teacher Coordinator. Identify, analyze and discuss, from the testimony of teachers, the meaning assigned to the Training Program in Continuing Reader Understanding regarding the development of aspects of the process of teaching and learning with their students. The methodology used was qualitative trait, case study, since our research focus in a school reference, deepening the knowledge about its development over a period. The results, in terms of reading and the teaching learning process were analyzed in terms of socio-cognitive approach, interactional, and show the importance of continuing the process of continuing education and the need to work with reading to improve learning of students