O trabalho do alfabetizador nos anos iniciais da educação fundamental na rede municipal de Goiânia: uma análise a partir da ergologia

• Ano de defesa: 2019
• Autor(a) principal: Souza, Odiliana Ribeiro de
• Orientador(a): Alves, Wanderson Ferreira
• Banca de defesa: Alves, Wanderson Ferreira, Limonta, Sandra Valéria, Silva, Mariana Veríssimo Soares de Aguiar e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RG)
• País: Brasil
• Palavras-chave em Português: Alfabetização; Trabalho docente; Ergologia
• Palavras-chave em Inglês: Ergologia literacy; Teaching history; Ergology
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/9986

This study aims, from the point of view of the activity, to understand the work of literacy teachers in the Cycle of Literacy (Cycle I) of Fundamental Education in the Municipal Network of Education of Goiânia-RME. It is a case study, started in January 2018, that uses the theoretical-methodological contribution of Ergology to understand the teaching work. It was sought to better understand the dramatic self-uses that involve the work of a literacy teacher, the values, knowledge and skills that permeate these dramatic and guide the teacher in the normalizations she performs. Evidencing such questions has enabled a more accurate look at teaching work, showing the wealth of what literacy teachers do in the development of their work. The following procedures were carried out: a bibliographical survey on literacy focusing on the teaching work of the literacy teacher, a case study based on observations, interviews (work explicitation, induced verbalization and life history), and documentary analysis of prescriptions to the work of the literacy teacher. The study points out weaknesses in the implementation of public policies focused on literacy, as well as the need to qualify the pedagogical accompaniment and organize the pedagogical work based on the real and specific demands of each school.