Banca de DEFESA: LUANA THAIS NUNES DINIZ ALVES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUANA THAIS NUNES DINIZ ALVES
DATE: 18/03/2024
TIME: 09:00
LOCAL: Sala F-106
TITLE:

EARLY LITERACY TEACHERS' PERCEPTIONS OF EDUCATIONAL PROCESSES IN LAGES MUNICIPAL EDUCATION SYSTEM DURING THE PANDEMIC

KEY WORDS:

Teacher. literacy. pedagogical practic. lages municipal education system

PAGES: 179
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SPECIALTY: Educação Pré-Escolar
SUMMARY:

Faced with the Covid-19 pandemic, caused by the new coronavirus, and the suspension of face-to-face activities as a prevention measure against the spread of the virus, teachers had to reinvent themselves to continue classes remotely. Perceiving literacy as an important and indispensable stage of education, and since this theme is still recent, this dissertation, developed by the Graduate Program in Education of the Instituto Federal Catarinense Campus Camboriú, Brazil research line Educational Processes and Inclusion, aimed to analyse the impacts of the Covid-19 pandemic in the pedagogical practice of the literacy teacher of the Municipal Education System of Lages. It is a work of basic nature, with a mixed approach, having as methodology the descriptive and exploratory research, using as technical procedures the bibliographic and documentary review (Gil, 2022). The strategy used to carry out the research was the realization of a State of Knowledge in a scientific database. Documentary research in ordinances, decrees, communications, among others, which circulated in the Municipal Education System of Lages, also make up this dissertation. The study was also developed through an interview (Minayo, 2010) with a representative of the education sector of the early years, to seek information. In addition, a semi-structured questionnaire was applied with nineteen effective teachers who acted as regents in literacy classes in the early years (1st and 2nd year) in 2020 and 2021, addressing questions about teaching practices used and the challenges faced during this period. The questionnaire data were categorized and analysed through the interpretative analysis for the Likert scale. In the documents, interview and open questions, some principles of content analysis of Bardin (2016) were used. The present study was anchored in the historical-cultural perspective of Vygotsky (2014), having as reference the conception of literacy by reading Soares (2004, 2020, 2021). As theoretical basis, the National Common Curricular Base (Brazil, 2018) and the authors Saviani (2008, 2013), Libâneo (2008), Goulart, Gontijo e Ferreira (2017), Bordignon e Paim (2015), Souza (2021), Smolka (2017), Morais (2019), Borges (2019), among others, who brought contributions to the research. Through the State of Knowledge, we were able to list challenges reported by teachers in specific areas: Technology, Evaluation, Culture, Social, Health, Economic and Environmental. By observing the perceptions of the teachers, the documents and the speech of the representative of the teaching sector, we understand that there was no debate and participation of teachers in the decisions about this period in which we went through the Covid-19 pandemic, making them feel insecure, which brought challenges, but also learning, and the certainty that teachers need to be valued and prepared for the demands of today’s society, having the necessary resources for this purpose. We hope that this traumatic event can leave lessons on the importance of encouraging public policies aimed at literacy, as well as dialogue between teachers, school community, scholars, and government, promoting discussions and valuing studies that mobilized researchers over time.

COMMITTEE MEMBERS:
Presidente - 2322799 - AIRTON ZANCANARO
Interna - 1431375 - ROSELI NAZARIO
Externa à Instituição - MARTHA K. BORGES