Fazendo a diferença.histórias de professoras alfabetizadoras participantes do Pacto Nacional pela Alfabetização na Idade Certa – PNAIC: tecendo a vida em (trans)formação: o diário de bordo em escrituras de si e do outro

• Ano de defesa: 2016
• Autor(a) principal: D'Andrea, Crystina Di Santo
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Educação; Centro de Educação
• Palavras-chave em Português: Ambiência; Cultura da professoralidade; Fenomenologia da educação; (Auto)biografia; (Trans)formação; Culture of teaching; Ambience; (Auto)biografhy; Phenomenology of education; (Trans)formation of teachers; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/17982

The thesis here elaborated it is the result of an investigation developed in relationships of learning, from 2013 to 2015. Given the fact that this is a research that uses an (auto)biographic method, it began a long time before this and isn’t yet complete. It involved, as research territory PNAIC developed by Federal University of Santa Maria – UFSM, at the poles of Santa Maria (2013), Santa Rosa (2014) and Caxias do Sul, 2015, at the Working Groups (GTs), which I accompanied as a Trainer. These are studies about the training of literacy teachers and the (trans)formations of their pedagogical practices creators of possibilities for all children to learn. In what time/movement do you teach and do you learn? How are the public politics capable of potentialize and trespass the traditional boundaries and the weariness of pedagogy, disrupting from the simple perpetuation of collective studies and of a set discourse? The formation of teachers passes through the construction of the making ambience of the culture of teaching. By causing strangeness, it allows the construction of new principles guided by practice and theorized in ambience. The pedagogical practices change as the person (trans)forms. Learning has to be (trans)forming, it can’t be the same as the ones already done and engraved in the memory of making, in the discourses of everyday. To make it different, it is also needed to know different, discovering a phenomenology of the culture of teaching’s constructive education. This Thesis is the result of the search for (trans)formative difference, for the ambience that promotes the pedagogical (trans)formation capable of alphabetize our children during the right age.