Programa de Pós-Graduação em Educação – PPGEDUC

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https://repositorio.ufcat.edu.br/handle/tede/52

A proposta do Programa de Pós-Graduação em Educação (Mestrado) como área de concentração e seu objetivo é aprofundar os conhecimentos dos profissionais que atuam em educação, bem como formar pesquisadores na área.

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Apropriação do conceito de letramento por professoras da rede municipal de educação de Goiânia
(Universidade Federal de Goiás, 2017-04-20) Moreira, Ana Karenine Souza; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Peres, Selma Martines; Barbosa, Elisa Maria; Rossi, Maria Aparecida Lopes
Understanding that literacy is a topic that occupies a central place in the debate about education and also that this period is a moment of fundamental importance in the training of subjects. In view of this, we have developed this study with the objective of investigating and discussing how the appropriation of literacy studies by three literacy teachers of the Municipal Network of Goiânia occurs. The research was carried out anchored in a qualitative approach, having as main instruments of data collection, interviews, and observations of the practice of three collaborating teachers from three municipal schools in Goiânia. In the selection process of the collaborating teachers of the research, those who had been working for at least five years in literacy rooms and who had participated in the PNAIC were used as criteria. In the realization of the research we maintained a dialogue with different authors who discuss the relationship between literacy and literacy as: Soars (2001), Kleiman (2001), Street (2010), Marcuschi (2005) among others. We present as a result of the research that the teachers take ownership of the concept of literacy differently, which is reflected in their practices. All of them work with what we can call the process of literacy, concerned with working with real texts and with the conception of reading as the construction of meaning.
Concepções e práticas de alfabetização e letramento de professores da pré- escola do município de Catalão-GO
(Universidade Federal de Goiás, 2015-02-13) Ximenes, Priscilla de Andrade Silva; Silva, Altina Abadia da; http://lattes.cnpq.br/1043482800761732; Silva, Altina Abadia da; Cunha, Myrtes Dias da; Silva, Janaina Cassiano
This study aimed to analyze the concepts and practices of literacy and literacy teachers from pre-school municipal Catalan-GO education. Despite the findings and studies on the relationship between literacy and literacy in early childhood education and the discussion is still surrounded by doubts and uncertainties to which not even the teachers who work at this level can find answers and direct the course of the educational process . The theoretical and adopted Framework for the realization of this work was the cultural historical theory, and Vygotsky (1999) as its principal representative. Therefore, for this research, the Vygotskian concept of mediation will have special emphasis, because he is central to reflect on the idea of intentionality and the systematic work in early childhood education institutions - ensuring the specificity of each age group - as a way to oppose us to work based on spontaneity and welfare, characteristic of care historically proposed to the education of young children. We conduct theoretical character studies to understand the history of early childhood education in Brazil and understand the functions and characteristics assigned to that level to ensure that the child is respected as a subject of rights; to this end, we rely on current laws, official documents, such as the Law of Education Guidelines and Bases (1996), the National Curriculum Reference for Early Childhood Education (1998), among others, and literature production concerning the education of children 0-6 years among them Ariès (1978), Kuhlmann Junior (2004), Kramer (1985), Oliveira (2002), Arce (2004). Dialogue with authors such as Vygotsky (2001), Mortatti (2010) and Smith (2003), we reflect on the relationship between literacy, literacy and the role of the teacher from kindergarten. From observation of classes and pedagogical practices of teachers and interviews, we analyzed the conceptions and practices of teachers about the object of study. From the data, we have developed four categories of analysis that enabled us to know as Early Childhood Education teachers understand the literacy and literacy and how to express that understanding in their teaching. Also, realize that municipal and federal educational policies have directly influenced the educational practice of these teachers. In this sense, the challenge was to understand the concepts and practices of teachers considering the subjectivity of considering the historical and cultural context in which it is incurred.
O espaço do livro literário nas práticas de alfabetização do 1º ano do ensino fundamental
(Universidade Federal de Goiás, 2016-03-09) Ruggeri, Meire Cristina Costa; Rossi, Maria Aparecida Lopes; Rossi, Maria Aparecida Lopes; Bortone, Márcia Elizabeth; Peres, Selma Martines
This study sought to analyze which space is given to literary book on literacy in the 1st year of the Municipal Network of Rio Verde classes. The main objective is to analyze the space that literary book has occupied in teaching practices of literacy teachers who participated in the 1st year of continuing education offered by MEC in the last ten years, especially in PNAIC. It was intended to also investigate the methodological procedures of literacy teachers in working with the literary book; realize that the literacy training programs influence the teaching practices regarding the use of the literary book and see how (and if) the literacy apply theoretical concepts they have acquired in the continuing education about the importance of children's literature for literacy. The methodological approach used includes a qualitative research with the main data collection instruments, interviews, questionnaires and observations of the practice of collaborating teachers. Nine teachers from six schools in the northern region of the city of Rio Verde were the research participants. The results point changes in literacy posture arising from the formation. It also noticed that there is a space to work with literature to fruition, however, that space is not defined and is sometimes very fragmented, as the literary book has been a support widely used for the acquisition of reading technology and writing, in a practice characterized as a hybrid, that is, it presents innovative concepts merged by traditional practices.
Eventos de letramento da educação infantil na rede municipal de Goiânia
(Universidade Federal de Goiás, 2017-04-19) Faria, Giselle Pereira Campos; Peres, Selma Martines; http://lattes.cnpq.br/9475119206646509; Peres, Selma Martines; Barbosa, Eliza Maria; Rossi, Maria Aparecida Lopes
The present work has as its theme the literacy events in children's education, which consist of situations in which reading and writing take place, through the interaction between the subjects. The main objective of this research is to identify and analyze literacy events in the context of early childhood education. Thus, he outlined to the question: What are and how occur the literacy events in clusters of five years of age enrolled in municipal centers in Goiânia? The methodology is qualitative approach, with ethnographic traits, involving observations into three groups of five years old and semi-structured interviews with the teachers of the institutions. The theoretical framework is based on the concepts of literacy from Soares (1986, 2003, 2004, 2014, 2016), Tfouni (2010), Mortatti (2004), Rojo (2009), Kleiman (1995), Street (2014) and others. In order to understand the specificities of the work carried out in the children's education, it is based on Britto (2004), Faria and Dias (2007), Albuquerque and Leite (2011), Barbosa (2006), Brandão and Carvalho (2011), Corsino (2013), Horn (2004), Leal (2011), and others. The analyzes showed that literacy events in children's education do not arise in an isolated or spontaneous way, because in each event there is a school context, an intentionality and a relationship of interdependence among the individuals involved. It was verified that the literacy events are present in the activities developed in the routines, and they passed the curriculum, being elaborated according to the needs of the children and the teaching methodologies developed in the reading wheels and in the work projects. Thus, it is noticed that there is a proposal of work in the children's education of the Municipal Centers of Early Childhood Education in the Municipal Network of Goiânia, which, in their routine, develop reading and writing with the children approximately their uses in real situations.
Interfaces entre a Provinha Brasil e as práticas de alfabetização da rede municipal de ensino em Catalão-GO
(Universidade Federal de Goiás, 2015-02-10) Silva, Patrícia Maria Machado; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; Ricardo, Stella Maris Bortoni; Silva, Altina Abadia da
The study aimed to understand whether the results obtained in Provinha Brasil (PB) and the reading and writing skills charged for it, influence and lead to recast the planning of mother language classes, as well, investigate the assessment that teachers do of the whole exam. The research was conducted in five municipal schools of Catalão, southeast of Goiás, through semi-structured with 9 literacy teachers on 2º year of elementary school interviews. The data revealed some contradictions in the testimonies collected, mainly regarding to the influences that the exam exerts on teacher's planning. According to the testimonies this planning does not suffer interference of the results of PB, not being realized any study in the school context for this purpose. However, the teachers said they add, in their planning, activities related to descriptors that students had simulated and had difficulties in the days before the exam. Were also deployed in public schools a new curriculum and Collective Pedagogical Work Hours - HTPC, as a form of regulation of the teaching practice. Such innovations were motivated by the entry of the new school board of education and influenced by evaluation results as the PB. Teachers emphasized as negative aspects of PB the fact that it is applied in a single moment, structural and content issues, complexity of the test at the beginning than at the end of the year, reading comprehension questions that are not part of student’s universe and the fact that it does not evaluate written and oral skills. Also revealed that when choosing the strategies and content learned in the classroom, evaluating and planning, are considered the results of several evaluations which complement the PB’s results. Teachers’ conclusion is that Provinha Brasil, only, is an insufficient tool to assess the level of literacy of students, it only assesses reading and presents problems in the structure and content, a reformulation innovations is necessary to suit the necessary conditions for it to really assess the student's literacy level. In this sense the research is linked to the results earlier presented in other parts of Brazil. Finally, the research has provided us realize that literacy is a complex and ongoing process, so its assessment should be performed through different instruments that serve as parameters for the teachers to plan their teaching practice. This practice, which should not be governed only by assessments’s results, but of a curriculum that completes the full extent of the complex literacy’s process.
Práticas de letramento de alunos do terceiro ano do ensino fundamental I do entorno de Brasília com dificuldades de aprendizagem em leitura e escrita
(Universidade Federal de Goiás, 2020-05-06) Moreira, Quênia Cristina Silva; Rossi, Maria Aparecida Lopes; http://lattes.cnpq.br/3034112641320213; Rossi, Maria Aparecida Lopes; Peres, Selma Martines; Silva, Kátia Silene da
The purpose of this research proposal was to understand the literacy practices of third year elementary school students with learning difficulties in reading and writing. Qualitative ethnographic research was used for this study. The term literacy emerged in Brazil in the mid1980s and since then its real meaning has been discussed. An individual may not know how to read and write, but in a way he can be literate, as he lives in the midst of reading and writing. The theoretical studies of this work were based on the works of Mary kato (1994), who was the first person to use the term literacy in Portuguese, Leda Verdiani Tfouni (1995 and 2010), Ângela Kleiman (1995) and Magda Soares (1987, 1996, 2004, 2010 and 2016). This research relied on the participation of family members of children with learning difficulties in a public school in the vicinity of Brasilia, the children's reports with the objective of telling the difficulties encountered in the literacy process, and the participation of teachers reporting what the difficulties were that they find and consider difficult to be faced in teaching literacy. The data collection process took place through semi-structured interviews, with children, families and teachers. The meetings were recorded and recorded in a field notebook. The researched houses were photographed in order to show the distance between the school and the researched community. During the interviews with the families, participant observation was carried out. The research revealed a reality of distance between the school and the reality experienced by children outside it, which makes the teaching-learning process difficult. Studies also show that there is a lack of harmony between pedagogical actions and the reality experienced by local communities. The practices worked in schools, need to have meaning for the subjects in their daily experiences and practices. The interviews with families, students and teachers made it possible for us to realize that the practice of literacy is still rooted in traditional methods and that many teachers have not appropriated the concept of the term “literacy”.

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