Banca de DEFESA: DIANA GOMES DOS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DIANA GOMES DOS SANTOS
DATE: 30/10/2023
TIME: 14:00
LOCAL: Instituto Federal Catarinense - Campus Camboriú
TITLE:

 

TEACHER TRAINING FOR LITERACY AND LETTERING IN THE PERCEPTION OF ACADEMIC TEACHERS ON DEGREE COURSES IN PEDAGOGY AT THE FEDERAL INSTITUTE OF CATARINENSE

KEY WORDS:

 

Initial teacher training; Training of literacy teachers; Literacy and literacy.

PAGES: 200
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Fundamentos da Educação
SPECIALTY: História da Educação
SUMMARY:

 

This research, developed in the Postgraduate Program in Education at the Instituto Federal Catarinense (PPGE-IFC), investigated teacher training for literacy and literacy, considering the educational duality present in Brazilian society throughout history. This duality has deep roots in Brazil's social structure, influencing education and perpetuating inequalities. It addresses current public policies that should emphasize the quality of teaching as a result of quality in teacher training. Focusing on the training of literacy teachers, it aimed to analyze teacher training for literacy in the perception of academics on the Degree in Pedagogy courses at the Instituto Federal Catarinense. Understanding how future teachers perceive their training in this context was fundamental, as they play a crucial role, being able to both resist and perpetuate the social issues related to it. The time frame for preparing a bibliographical survey, which made it possible to understand the condition of the object in the research field, was between the years 2015 and 2021, as they reflect changes in educational policies during this period. The bibliographical survey also allowed us to reveal our effective contribution to the understanding of this object. We adopted a qualitative approach with interpretative characteristics, to understand the profile of the academics, our interlocutors, through the variables option for the pedagogy course; studying pedagogy at which IFC campus; sex and feminization of teaching; school academic trajectory; teaching training; completion of high school and IFC campuses and difficulties in studying a Degree in Pedagogy and on-the-job training. Teacher training for literacy and literacy in the perception of academics on IFC's Degree in Pedagogy courses was possible based on the categories appropriation of the concepts of literacy and literacy; pedagogical action to teach literacy and literacy; disciplinary knowledge that constitutes the literacy teacher; spaces for practical experience and research and extension in the training of literacy teachers. Such variables and categories emerged from data collection carried out through a semi-structured questionnaire that contained closed and open questions. Among the authors who contributed to our theoretical contribution, we highlight: Teixeira (1966), who contributed to the understanding of educational duality in Brazil; Saviani (2009), with his vision on teacher training and education in Brazil. Soares (1995, 2003, 2022), which addresses literacy and literacy as continuous and dynamic processes throughout life. Ferreiro and Teberosky (1986), who contributed to the understanding of language development and phonological awareness in literacy. Authors such as Matos and Jardilino (2016); Val (2006); Bordignon and Paim (2017); Moratti (2006); Sozim et al. (2008) and Libâneo (1994) were called upon to debate the analytical categories. Considering the influence of public policies and the importance of initial and continuing teacher training to promote literacy, this study highlights the complexity of the training process and highlights literacy as a political act and a key element in the construction of citizenship.

COMMITTEE MEMBERS:
Presidente - 1715961 - MARILANDES MOL RIBEIRO DE MELO
Interna - 3803554 - MARILANE MARIA WOLFF PAIM
Externa à Instituição - SILVANA RODRIGUES DE SOUZA SATO - UFSC