Saberes docentes de professores alfabetizadores: domínios para autoavaliação docente

• Ano de defesa: 2023
• Autor(a) principal: Colvero, Ana Paula Barbosa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação; UFSM; Programa de Pós-Graduação em Políticas Públicas e Gestão Educacional; Centro de Educação
• Palavras-chave em Português: Alfabetização; Práticas pedagógicas de referência; Autoavaliação docente; Políticas de formação; Saberes docentes; Literacy; Reference pedagogical practices; Teacher self-evaluation; Training policies; Teaching knowledge; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/28851

This study is linked to the Graduate Program in Public Policies and Educational Management, in the Research Line LP2: Pedagogical Management and Educational Contexts, from the research group Practices and Training for teaching Research Group: Basic and Higher Education (GPDOC). The general objective is collaboratively to build domains for teacher self-evaluation about the literacy teachers’ teaching knowledge and their pedagogical practices in the Santa Maria Municipal Teaching Network. As specific objectives it prioritizes: identifying pedagogical practices of reference in literacy in the Santa Maria Municipal Teaching Network; recognizing the knowledge and guiding principles of the pedagogical practices of teachers who work in the literacy block in the Santa Maria Municipal Teaching Network; recognizing, based on collective work, domains and principles capable of boosting self-evaluation regarding literacy pedagogical practices. The theoretical framework that supports the research are studies by Bolzan (2013), Powaczuk (2013), Ferreiro AND Teberosky (1999), Soares (2019), Tardif (2014), Garcia (2015), Gauthier et al. (2006). It is characterized as a research with a qualitative approach, applied and implied type, carried out from dialogic meetings, based on the ECER (POWACZUK et al. 2021), with teachers who have been working for more than eight years in the pedagogical block of the municipality of Santa Maria. The study made it possible to identify the construction and reconstruction of knowledge constructed by the teachers throughout their training paths, revealing their work in different contexts, and their multiple challenges as mobilizers of teaching learning. Process permeated by teaching feelings of teacher anguish, pedagogical insecurity and teacher solidarity retranslated from the sharing between peers, which show domains related to individualized self-evaluation as a source of teacher validation. In this sense, it listed principles and domains of pedagogical work that will serve as guidelines for teacher self-evaluation. With regard to Literacy Knowledge, we highlight the principles of pedagogical work and its domains. The principles of the pedagogical work were marked by the premises of: mobilization of students when learning, generation of needs, playfulness, recognition of the diversity of students' experience, student evaluation, organization of routines, support and support from families. Regarding the domains of pedagogical work, we observe phonological awareness, the social function of writing, reading and storytelling. Based on this, we emphasize that the teaching working conditions at Santa Maria MTN need to be qualified, especially with regard to the lack of space and time for sharing between teachers, so that they can share practices, challenges, anxieties and pedagogical successes. The technical/educational product is a proposal for a teacher self-evaluation instrument about literacy pedagogical practices, as we understand that it constitutes a device capable of boosting reflection and qualification of literacy pedagogical practices.