Navegando por Autor "Nascimento, Liliane Querino do"

Agora exibindo 1 - 1 de 1
  • Imagem de Miniatura
    Item
    As concepções de alfabetização e letramento na pré-escola: reflexões a partir da equipe gestora
    (Universidade Federal de Goiás, 2019-06-04) Nascimento, Liliane Querino do; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Silva, Marcelo Soares Pereira da; Rossi, Maria Aparecida Lopes; Peres, Selma Martines
    This research aimed to know the understanding of the management team of the municipal network of teaching of Catalão town about the concepts of alphabetizing and literacy that guide the elaboration of the proposal of education for pre school and how they are articulated with the school practices. The research was qualitative, carried out by a field research having as an instrument of data collection semi-structured interviews. The theoretical framework is based in researchers of the alphabetizing and literacy and of the management, such as: Soares (1998, 1999, 2003, 2016, 2017), Freire (1989, 1995), Street (2014); Sander (1984, 2007), Dourado (2001, 2006, 1997), Gadotti (1993, 1997), among others. It was also used to construct and analyze the datas, some official documents, such as, the National Curriculum Guidelines for Early Childhood Education (DCNEIS, 2009-2013); the Municipal Education Plan (PME 2015-2025); the National Curricular Common Base (BNCC, 2017; Pedagogical Political Project (PPP) of the school; among others. Three categories were organized that enabled it possible to know the conceptions of alphabetizing and literacy of the management team: conception of pre-school education; conception of alphabetizing and literacy and curriculum. The results showed divergences in the conceptions of alphabetizing and literacy among educational managers and school managers. They also suggest a propaedeutic conception of early childhood education. In addition, there is evidence that does not exist a municipal pedagogical project, nor a curricular document of the municipality which contributes to the lack of clarity in the development of the pedagogical practices of the early education teachers.