Trilhando caminhos na alfabetização: impactos da formação continuada na prática de uma professora alfabetizadora

• Ano de defesa: 2023
• Autor(a) principal: Oliveira, Gabriela dos Santos
• 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 Educação; Centro de Educação
• Palavras-chave em Português: Alfabetização; Formação continuada; Prática pedagógica; Alphabetization; Continuing formation of teachers; Pedagogical practice; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/31617

The theme of this Dissertation aimed to deepen the studies on teacher continuing education and literacy. It is known that the process of literacy acquisition is a fundamental milestone in a child's school entry and the foundation of all school teaching. In this way, many discussions about this theme have emerged in the fields of education, psychology, linguistics, and sociolinguistics. In this sense, this research is linked to LP1, from the Graduate Program of the Federal University of Santa Maria, and aimed to analyze how the continuing education received by the literacy teacher contributed to and impacted her teaching practice. During this research, we sought to highlight that the teaching of Portuguese in schools has been challenged by the discussion between teaching standard Portuguese for the democratization of education and the linguistic valorization of the lower classes. Therefore, based on a qualitative research approach, we aimed to investigate and recognize to what extent the continuing education received by the literacy teacher contributed to and impacted her teaching practice. For this purpose, the data collection technique was carried out through interviews and observations. From the analysis of the collected information, the categories of analysis for this qualitative investigation were constructed. To analyze the research findings, the available materials were organized, selecting the material for analysis and seeking to bring reflections and possible solutions to the problem at hand. In this sense, it was concluded that the continuing education received through UFSM, via PNAIC, and through SMED, via PRONLA, provided the theoretical and methodological foundations for the literacy teacher's constructivist teaching practice, contributing to the literacy process.