Banca de DEFESA: Ozenilde Santos do Nascimento

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Ozenilde Santos do Nascimento
DATE: 08/10/2024
TIME: 14:30
LOCAL: Salao de Atos FEUnB
TITLE:

TEACHING KNOWLEDGE THAT GUIDES PEDAGOGICAL PRACTICE IN THE INITIAL LITERACY BLOCK IN A PUBLIC SCHOOL IN THE FEDERAL DISTRICT

KEY WORDS:

education; teaching knowledge; literacy; continuing training; pedagogical praxis.

PAGES: 296
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Avaliação da Aprendizagem
SUMMARY:

This study's object of investigation is the teaching knowledge of literacy teachers, seeking to
analyze the knowledge that guides the literacy pedagogical practice of teachers working in the
Initial Literacy Block (BIA) in a public school in the Federal District (DF). When looking
closely at the teaching knowledge of the literacy teacher, the following question arises: what
teaching knowledge guides praxis as pedagogical practices that allow the literacy teacher?
Aiming to address this issue, the research is anchored in a qualitative approach in the school
environment, as we believe that it is a space that presents human diversity, and we can perceive
the multifacets of literacy. Given the complexity of the subject that represents teaching
knowledge in literacy, the study is also situated through the contributions of Marcílio (2016),
Mortatti (2000, 2004, 2008, 2010, 2019) when addressing the history of literacy and illiteracy
not Brazil. Frade (2007), Ferreiro (1995), Ferreiro and Teberosky (1999) and Soares (2009,
2012, 2016, 2022) are references to support discussions about literacy, literacy, and literacy
pedagogical practices. Based on this understanding, this is the central theme of the research that
refers to teaching knowledge, using the theoretical support presented from the perspective of
Sociology, mainly through studies carried out by Tardif (2000, 2013, 2014, 2022), Freire (1987,
1996, 1999), Pimenta (1999) and Imbernón (2011) among others. To this end, we carried out
an empirical study with qualitative methodology. through a case study on the teaching
knowledge of literacy teachers at the selected institution. Data were collected through the Focus
Group, questionnaire and observation of classes with BIA teachers. For the technical analysis
of the collected data, we carried out Content Analysis based on Bardin (2011), which made it
possible to interpret the social practice of literacy teachers. Based on the results and theoretical
contributions, we analyzed the data found according to the reports and experiences of literacy
teachers during the exercise of their profession. Their reports demonstrated that despite the
dilemmas they face, they practice their profession out of love, share experiences and build
knowledge together that results in the reconfiguration of pedagogical praxis. As a technical
contribution, we created a guide entitled Practical guide for literacy teachers: knowledge and
narratives for teacher training, providing readings, reflections and tips about the literacy process
in a clear and objective way, serving as theoretical and practical support for these professionals.

COMMITTEE MEMBERS:
Presidente - 1686878 - FERNANDO BOMFIM MARIANA
Interno - 1104190 - FRANCISCO JOSE RENGIFO HERRERA
Interna - 2000468 - LILIANE CAMPOS MACHADO
Externa à Instituição - FATIMA APARECIDA DE SOUZA - UFBA