Aprendendo a ser professor: a prática no PIBID como possibilidade de mobilização e [re]elaboração de saberes sobre alfabetização

• Ano de defesa: 2013
• Autor(a) principal: Sousa, Isabela Mascarenhas Antoniutti de
• Orientador(a): Fernandes, Cleoni Maria Barboza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Faculdade de Educaç
• País: BR
• Palavras-chave em Português: EDUCAÇÃO; PROFESSORES - FORMAÇÃO PROFISSIONAL; ALFABETIZAÇÃO; PEDAGOGIA
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/3739

This work presents as an object of study the relevance of the teaching practice in the initial formation teacher in the Education Course in order to understand in which conditions the practice is revealed as a space for mobilization, drafting and redrafting of knowledge about literacy. The research, of qualitative approach, characterized as a study case, it had as study scenario the University, the PIBID and the School of Basic Education. As data collection procedures, it was adopted document analysis, systematic observation recorded in a field journal and a semistructured interview with three coordinators of the University, two supervisors of the School of Basic Education and five scholarship university students, all participants in the Institutional Program of Scholarship of Initiation to Teaching PIBID. It relies in the principles of content analysis by Laurence Bardin (1977), to understand and explain the guiding issues of the investigation. And as theoretical substrate, it is based on the historical-cultural approach, which has Vygotsky (1984, 1987, 1988, 1989, 1993, 1998) as its principal representative, allied to others authors, whose have as object of study the formation of teachers - Marcelo García (1999), Nóvoa (1995), Tardif (2002, 2005, 2007), Tardif and Lessard (2005), Pimenta (2010), Pimenta and Lima (2010), Fernandes (2003, 2005), Saviani (2007, 2008), Tanuri (2000), Silva (2006); and issues relevant to the understanding of the concepts and processes of literacy - Freire (1982, 1989), Soares (2010, 2004, 2002, 2003), Ferreiro and Teberosky (1985), Ferreiro (2010), Kleiman (2007, 2005, 1995), Tfouni (1988 e 1995) and Mortatti (2004, 2006, 2012). From the conducted analyses it was possible to identify three dimensions of knowledge in the Teaching Practice of PIBIB, related to the initial training of the literacy teacher, involving the pedagogical knowledge, the disciplinary knowledge, the curricular knowledge and the experiential knowledge, which are: mobilized knowledge; knowledge initially refuted; knowledge (re)established. These dimensions didn't emerge in a linear form, it was formed in a continuum of doubts, contradictions, questions, readings, reflections and dialogues, characterizing a dialectical movement of action-reflection-action. In this process, the mediations and the time occupied a key role for the learning of teaching. Restates the thesis, affirming the importance of teaching practices in the Education Course, as important spaces of teaching, learning and articulation of knowledge for the literacy teacher formation. Emphasized, however, it is not only any kind of practice, but those proposals that contemplate the many faces of the learning of teaching, in articulation permanent with the teaching knowledge.