Formação continuada e o fazer pedagógico na percepção de docentes vinculados ao projeto alfabeletrando
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Data
2025-03
Autores
Orientador
Forneck, Kári Lúcia
Banca
Olegário, Fabiane
Bublitz, Grasiela Kieling
Naschold, Angela Chuvas
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Resumo
Essa dissertação buscou entender o Projeto Alfabeletrando, desenvolvido em parceria entre universidade e escola pública, no qual a leitura e a escrita tornam-se evidentes no processo de alfabetização de alunos dos Anos Iniciais do Ensino Fundamental. Assim, o objetivo geral foi compreender as contribuições da formação continuada e sistemática oportunizada no âmbito das ações do projeto Alfabeletrando em relação ao ensino da leitura e da escrita, a partir das percepções de professores alfabetizadores da rede pública de educação básica de um município do interior do Rio Grande do Sul, vinculados ao projeto Alfabeletrando. Apresentou como objetivos específicos: a) conhecer as percepções de docentes da etapa da alfabetização, especialmente acerca da leitura e da escrita; b) conhecer as percepções dos professores sobre seu fazer pedagógico e sua atuação como alfabetizadores; e c) investigar como os professores percebem as contribuições das ações de formação contínua e sistemática em suas práticas pedagógicas, destacando suas percepções quanto ao ensino da leitura e da escrita. A metodologia envolveu pesquisa descritiva com abordagem qualitativa que se aproximou de um estudo de caso. Para concretizar essa proposta, foram realizadas entrevistas individuais e coletivas com dez professores de Lajeado/RS que participaram do Projeto Alfabeletrando em 2023. A produção de dados envolveu pesquisa narrativa que foi analisada por meio de Análise Textual Discursiva, com base em Moraes e Galiazzi (2016). Os professores do projeto Alfabeletrando evidenciam a valorização de metodologias lúdicas, tecnológicas e colaborativas no processo de ensino e de aprendizagem. Eles também destacaram a importância da adaptação das práticas pedagógicas às necessidades dos alunos, especialmente aqueles com dificuldades, e a relevância da afetividade e empatia no ensino da leitura e escrita. A colaboração entre professores, como observado no Projeto Alfabeletrando, foi fundamental para o desenvolvimento profissional e para a troca de experiências. A formação continuada e sistemática foi considerada essencial pelos participantes da pesquisa, já que provocou discussões sobre os desafios da alfabetização e permitiu reflexões a respeito das metodologias que promovem uma aprendizagem significativa que considera a individualidade e as necessidades das crianças. A continuidade de projetos como o Alfabeletrando seria de fundamental importância para garantir a eficácia e os avanços no processo de alfabetização, evidenciando a necessidade de políticas públicas que assegurem a formação docente permanente.
This thesis sought to understand the Alfabeletrando Project, developed in partnership between university and public school, in which reading and writing become evident in the literacy process of students in the Early Years of Elementary School. Thus, the general objective was to understand the contributions of continuous and systematic training provided within the scope of the actions of the Alfabeletrando project in relation to the teaching of reading and writing, based on the perceptions of literacy teachers from the public basic education network in a municipality in the countryside of Rio Grande do Sul, linked to the Alfabeletrando project. Its specific objectives were: a) to understand the perceptions of teachers in the literacy stage, especially regarding teaching experiences; b) understand teachers’ perceptions about their pedagogical practice and their role as literacy teachers; and c) investigate how teachers perceive the contributions of continuous and systematic taining actions in their pedagogical practices, highlighting their perceptions regarding the teaching of reading and writing. The methodology involved descriptive research with a qualitative approach that was close to a case study. To implement this proposal, individual and collective interviews were carried out with ten teachers from Lajeado/RS who participated in the Alfabeletrando Project in 2023. Data production involved narrative research that was analyzed using Discursive Textual Analysis, based on Moraes and Galiazzi (2016). The teachers of the Alfabeletrando project highlight the value of playful, technological and collaborative methodologies in the teaching and learning process. They also highlighted the importance of adapting pedagogical practices to the needs of students, especially those with difficulties, and the relevance of affection and empathy in teaching reading and writing. The collaboration among teachers, as observed in the Alfabeletrando Project, was essential for professional development and the exchange of experiences Continuous and systematic training was considered essential by the research participants, as it fostered discussions on the challenges of literacy and allowed for reflections on methodologies that promote meaningful learning while considering children's individuality and needs. The continuation of projects like Alfabeletrando would be of fundamental importance to ensure the effectiveness and progress of the literacy process, highlighting the need for public policies that guarantee ongoing teacher training.
This thesis sought to understand the Alfabeletrando Project, developed in partnership between university and public school, in which reading and writing become evident in the literacy process of students in the Early Years of Elementary School. Thus, the general objective was to understand the contributions of continuous and systematic training provided within the scope of the actions of the Alfabeletrando project in relation to the teaching of reading and writing, based on the perceptions of literacy teachers from the public basic education network in a municipality in the countryside of Rio Grande do Sul, linked to the Alfabeletrando project. Its specific objectives were: a) to understand the perceptions of teachers in the literacy stage, especially regarding teaching experiences; b) understand teachers’ perceptions about their pedagogical practice and their role as literacy teachers; and c) investigate how teachers perceive the contributions of continuous and systematic taining actions in their pedagogical practices, highlighting their perceptions regarding the teaching of reading and writing. The methodology involved descriptive research with a qualitative approach that was close to a case study. To implement this proposal, individual and collective interviews were carried out with ten teachers from Lajeado/RS who participated in the Alfabeletrando Project in 2023. Data production involved narrative research that was analyzed using Discursive Textual Analysis, based on Moraes and Galiazzi (2016). The teachers of the Alfabeletrando project highlight the value of playful, technological and collaborative methodologies in the teaching and learning process. They also highlighted the importance of adapting pedagogical practices to the needs of students, especially those with difficulties, and the relevance of affection and empathy in teaching reading and writing. The collaboration among teachers, as observed in the Alfabeletrando Project, was essential for professional development and the exchange of experiences Continuous and systematic training was considered essential by the research participants, as it fostered discussions on the challenges of literacy and allowed for reflections on methodologies that promote meaningful learning while considering children's individuality and needs. The continuation of projects like Alfabeletrando would be of fundamental importance to ensure the effectiveness and progress of the literacy process, highlighting the need for public policies that guarantee ongoing teacher training.
Descrição
Palavras-chave
Alfabetização; Formação sistemática continuada; Leitura e escrita; Projeto alfabeletrando; Literacy; Continued systematic training; Reading and writing; Alfabeletrando Project
Citação
BRUM, Orionil Michaela Sovverby. Formação continuada e o fazer pedagógico na percepção de docentes vinculados ao projeto alfabeletrando. 2025. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 10 fev. 2025. Disponível em: http://hdl.handle.net/10737/4861.