Banca de DEFESA: MARIANA SANTOS DE JESUS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MARIANA SANTOS DE JESUS
DATE: 15/02/2023
TIME: 14:00
LOCAL: Remoto
TITLE:

DIDACTIC INTERVENTIONS IN LITERACY INITIAL: WHAT THE TEACHERS REVEAL SALVADOR MUNICIPAL EDUCATION

KEY WORDS:

Literacy; Didactic Intervention, Teacher Training

PAGES: 98
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

The research seeks to analyze the conceptions that guide the didactic interventions carried out by the literacy teachers of Cycle I of the Initial Years of the Municipal Network of Salvador (RMS), in a didactic situation that favors reflection on the writing system. The theoretical field is anchored in the contributions of the constructivist psychogenetic approach to literacy and in the discussion about the didactic intervention itself in the context of Literacy Training (FERREIRO 1985, WEISZ 2009, LERNER 2002, CASTEDO 2021, ZEN, D’ÁVILA 2018). This is a qualitative research and assumes ethnoresearch as a methodological approach, supported by studies by Macedo (2015). The research participants were four teachers from the classes of Cycle I of the Initial Years of Elementary School, the Literacy cycle (1st, 2nd and 3rd year). The practice thematization procedure (WEISZ, 2009) transversalized the conversation circles and participant observation, instruments defined for the research. The analysis of the review of the Memory Game cards indicated that the didactic interventions carried out by the literacy teachers are anchored in different conceptions of literacy, evidencing contradictions and inconsistencies in the pedagogical practice that, probably, are configured as a reflection of the historical process of public policies of training of RMS literacy teachers, marked much more by partisan and market interests than ideological ones. The results reveal the urgency of a continuing education policy that offers teachers, in addition to theoretical deepening on psycholinguistic and didactic research linked to the constructivist psychogenetic approach, a systematic follow-up that in fact assumes pedagogical practice as an object of study to thematize it and qualify it. Making teachers responsible for students' learning, without ensuring the right to professional development, is to allow them to swim and then die on the beach.

COMMITTEE MEMBERS:
Presidente - 2228252 - GIOVANA CRISTINA ZEN
Interna - 4349430 - DENISE MOURA DE JESUS GUERRA
Externa à Instituição - RENATA BARROSO DE SIQUEIRA FRAUENDORF - UNICAMP
Externa à Instituição - MARIA DA CONCEIÇÃO DE CARVALHO ROSA - UERJ