Tecnologia da formação docente no currículo dos blogs sobre alfabetização criados por professoras-alfabetizadoras: saberes divulgados, relações de poder acionadas e sujeitos demandados

• Ano de defesa: 2017
• Autor(a) principal: Gabriela Silveira Meireles
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Alfabetização; Tecnologias de poder; Currículo; Tecnologia da formação docente; Blogs sobre alfabetização; Alfabetização Blogs; Professores alfabetizadores Formação; Professores alfabetizadores Blogs; Blogs; Curriculos; Educação; Cibercultura; Poder (Ciências sociais) Aspectos educacionais; Professores e alunos; Tecnologia educacional Aspectos sociais
• Link de acesso: http://hdl.handle.net/1843/BUOS-AQRGG5

The curriculum is a social and cultural artifact, involved in power relations, whose function is to teach and to disseminate knowledge and ways of being, being and living. With the expansion of the objects of curriculum analysis made possible by the perspective of Cultural Studies in education, it is possible to consider that there are a variety of curricula being produced and disseminated on the Web. This thesis investigates one of these curricula: the literacy educational blogs created by literacy teachers. The objective of the research undertaken for this thesis is to map and analyze the knowledge produced and disseminated, the subject positions demanded in the blogs about literacy created by literacy teachers as well as the power relations involved in this process. For that, 31 educational blogs about literacy created by literacy teachers were studied, using for this purpose some concepts and elements of analysis of Cultural Studies, from the field of Curriculum in its post-critical perspective and Foucaultian Studies. The thesis advocated here is that there is a technology of training in the literacy blog curriculum of investigated literacy teachers that works by activating power relations of different kinds, triggering and disseminating specific knowledge about literacy, such as the knowledge of methods, Psicogênse da Língua Escrita, Literatura, Literature, and Literal Genres, and on various topics considered important for this stage of teaching that, in turn, demand a literacy teacher who is dedicated, affective, caring, sharing, versatile and artisan and learners/assimilators, disciplined, playful, healthy and moral. In its operation, the training technology also connects with the technologies of differentiation and heterosexualization in the investigated blogs, making the curriculum there a hybrid territory that brings, in a kind of cut and paste, elements of cyberculture and practices of schooling Formal, forming a very specific curriculum and directed to teachers-literacy. As a whole, the educational literacy blog curriculum calls on literacy teachers to take on the task of literacy, while exchanging experiences, reporting on their difficulties, and suggesting exercises and practices for their literacy colleagues.