Um olhar sobre o Programa Educar pra Valer sob a perspectiva de professoras alfabetizadoras

• Ano de defesa: 2022
• Autor(a) principal: Norberto, Sioneide da Paixão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística e ensino; Mestrado Profissional em Linguística; UFPB
• Palavras-chave em Português: Alfabetização; Programa Educar pra Valer; Papel do professor; Literacy; Educate for Real Program; Teacher's role; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::TEORIA E ANALISE LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/25823

A significant number of children who are illiterate, or who do not reach the levels referring to the averages expected in national assessments, have mobilized many Municipal Education Departments to look for programs that offer success in the acquisition of reading and writing by students in the early years of elementary school. In a Brazilian capital, the Municipal Education Department implemented, in 2019, in the second and fifth years of elementary school, the Educar pra Valer Program. The implementation of this program had an impact on many teachers in the role assigned to them and also on students' literacy. Given the above, this research had as its main objective to discuss the part of the literacy teacher in the Educar pra Valer Program. Theoretically, we sought support for the discussion on the concepts of language, literacy, and continuing education of teachers in studies by Antunes (2009), Marcuschi (2004, 2008), Morais (2015), Nóvoa (1992, 2009), Soares (2000, 2004), 2011), among others. Methodologically, this is research with a qualitative-interpretative approach supported by Bortoni-Ricardo (2012), Denzin and Lincoln (2006), Ludke and André (1986) with the research method, the field study based on Gonçalves (apud PIANA, 2009) and Gil (2002). It relied on the collaboration of two teachers from the second year of elementary school classes from two public schools in a capital city. For data collection, three procedures were used: a) a questionnaire containing sociodemographic questions to know the professional profile of the teachers; b) an interview with questions related to the didactic-methodological practices associated with the experiences of Portuguese Language activities in the classroom and the continuing education meetings for the teachers; and c) an analysis of both the teacher's general and didactic guide and the activities of the Portuguese Language notebooks of the student of the Educar pra Valer Program. The data analysis pointed, above all, in two directions: first, toward an annulment of the teacher's protagonism in the classroom; second, toward a divergence between the conceptions that govern the general guidelines of the Program and those that are present in the activities developed in the Portuguese Language notebooks of the student of the Educar pra Valer Program.