Formação continuada de professoras alfabetizadoras: vivências e desafios no contexto da pandemia

• Ano de defesa: 2024
• Autor(a) principal: Fontoura, Marta Regina
• 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: Formação continuada de professoras alfabetizadoras; Histórias de vida; Pandemia; Continuing education of literacy teachers; Life histories; Pandemic; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/33435

This study emerges from my life trajectory and my participation, since 2019, in the discussions and reflections within the Study and Research Group on Initial, Continuing Education, and Literacy - GEPFICA, which is part of Research Line 1: “Teaching, Knowledge, and Professional Development” of the Postgraduate Program in Education at the Federal University of Santa Maria, PhD in Education. This research aims to understand the impact of continuing education on the pedagogical work of literacy teachers in Santa Maria-RS in the context of the pandemic. In order to contemplate the general objective proposed in the research some paths were delimited for constituting the specific objectives of this study, such as: to examine the formative processes outlined by the public education system; to identify the elements of the formative processes that either promote or hinder changes in professional practice and to analyze the significant aspects of the personal and professional experiences of literacy teachers in the context of the pandemic. The theoretical framework is based on studies about teachers' continuing education; the pandemic in the context of education and life stories, according to the works of authors such as: Antunes (2004, 2007, 2010, 2011, 2017, 2024); Cunha (1997, 1998); Domingues (2008, 2013); Freire (1996, 2011); Imbernón (2005); Josso (2004, 2010); Nóvoa (1988, 1992, 2001, 2002, 2016, 2020); Tardif (2002), among others. The methodology employed had a qualitative approach and utilized autobiographical narratives of life stories. In the methodological context, were used narrative interviews, which facilitated the construction of information about the autobiographical narratives of the life stories of two teachers. In this sense, we understand that reflecting on our life history, as a space for knowledge construction through research, presents the life, voice, perspectives and feelings of the subjects involved, as well as their relationships with the world around them. We concluded that the narratives of the literacy teachers’ life stories demonstrated that remote teaching did not meet the real needs of face-to-face teaching and revealed that the continuing education organized by Seduc-RS aimed to impact the pedagogical practice of literacy teachers. This was achieved through many formative live sessions in an attempt to compensate for the distance from in-person teaching, as well as conditions and progress in the literacy process, leaving many gaps that are being addressed in the post-pandemic period.