FACULDADE DE EDUCAÇÃO

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https://repositorio.ufcat.edu.br/handle/tede/6
A Faculdade de Educação é atualmente composta por 02 (dois) cursos de graduação: Pedagogia e Educação no Campo e 1 (um) Programa de pós-graduação stricto sensu: Mestrado em Educação. Ela compõem a estrutura da Universidade Federal de Catalão.

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Navegando FACULDADE DE EDUCAÇÃO por Assunto "Alfabetização e letramento"

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    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.
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    Conteúdos avaliados nos anos inicial e final do ciclo de alfabetização
    (Universidade Federal de Goiás, 2020-05-13) Cardoso, Carolina; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; Peres, Selma Martines; Arena, Adriana Pastorello Buim
    The present study aimed at understanding the contents related to literacy and writing requested in written assessments applied to the students in the first year and in the last year of the literacy process, questioning if such contents are in agreement with the knowledge and skills expected in the journals of unit 01 PNAIC: Curriculum in literacy: concepts and principles (year 01), and Inclusive Curriculum: the right to learn how to read and to write (year 03). Such objective has led to the construction of a qualitative research, for which the document analyses and semi-structured researches were the procedures used. Two schools, which took part in the research, were chosen, one of them showed the highest IDEB rate and the other had the lowest rate in the city. A School and B School had the grades 7,4 and 5,9 respectively. Four teachers took part in the research, they gave the tests applied to their students of first and third grades of Primary School (Ensino Fundamental), making up four annual tests. The theoretical framework is based on researchers of literacy studies, assessment and curriculum, such as Goulart (2003), Carvalho (2005), Rojo (2009), Soares (2012, 2016), Luckesi (2011), Sacristán (2000, 2013) among others; besides official guidelines for the literacy cycle, Pro-writing programs (2008), PNAIC (2012) and BNCC (2017). The results have shown that not only in the first year but also in the third, there is a predominance of contents related to literacy, emphasizing content memorization by the students, not considering the applications and functions of the language in real situations of communication, reading as codification and decoding, and text production focused in writing sentences. Besides that, the interviewed teachers pointed out that assessment is measurement oriented, focused on grades and report cards, in a classifying and quantitative perspective, understood as necessary once it’s part of the scholar bureaucracy.