Banca de DEFESA: ANA CLÁUDIA GOUVEIA DE SOUSA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ANA CLÁUDIA GOUVEIA DE SOUSA
DATA : 23/02/2017
HORA: 14:30
LOCAL: Auditório do Nepsa II
TÍTULO:

Em elaboração.


PALAVRAS-CHAVES:

Literacy; Literacy Project; Teacher training: Knowledge for teaching, Interdisciplinarity.


PÁGINAS: 284
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
RESUMO:

The present work aims to analyze evidence of knowledge for the interdisciplinary educational pedagogical practice, emerging in a collaborative context of continuous formation in the perspective of literacy. This work is based on theoretical references of literacy and literacy projects, based on the studies of Kleiman (1995, 1999, 2000, 2004, 2005, 2007, 2013), Street (2003); (2209); (2010); (2012); (2013); (2014), Oliveira (2008; 2010), Oliveira, Tinoco and Santos (2014); And Santos (2012); Of interdisciplinarity from the studies of D'Ambrosio (2016), Fazenda (1999); (2008); (2012); Nicolescu (1999), and the studies on teacher education based on studies by Schön (1992); (2000), Shulman (1986); (2005) and Zeichner (1993); (2008); (2011), among others. The action that generated this research was a continuing education course (CFC) entitled "Literacy in interdisciplinary practices of teaching", carried out methodologically as a literacy project, for which dialogism, interdisciplinarity and the mediation of writing as a social practice , By the use of several discursive genres of production and circulation in contexts of teacher training, are premises. A qualitative interpretative study, set up as a collaborative critical action research and ethnographic study, this investigation was conducted through an interview with 06 (six) subjects, the CFC with the participation of 17 (seventeen) subjects, of whom 14 (Fourteen) teachers teaching mathematics and science were research teaching collaborators, and the written productions generated in that CFC. The results pointed out that mediated formation as a literacy project in an interdisciplinary group, which has collaboration, reflection and critical bias as premises, can generate knowledge for the interdisciplinary teaching pedagogical practice mediated by reading and writing. The study pointed to an interlacing of knowledge, an effort of interaction between teachers of different areas of knowledge, to learn about the work with different discursive genres, although there have been difficulties in this understanding by the crystallization in being aspects only of the Portuguese Language and the empowerment of Teaching collaborators as literacy agents, in a demonstration of the reframing of their school teaching practices, of increasing their learning and of their students by developing literacy projects in schools and of recognizing themselves as a teacher who learns and builds knowledge in this learning that is not only Cognitive, but it is becoming.


MEMBROS DA BANCA:
Externo à Instituição - CARLOS ALDEMIR FARIAS DA SILVA - UFPA
Presidente - 1543391 - CLAUDIANNY AMORIM NORONHA
Interno - 1359083 - IRAN ABREU MENDES
Externo ao Programa - 1134517 - JORGE TARCISIO DA ROCHA FALCAO
Externo à Instituição - MARCÍLIA CHAGAS BARRETO - UECE
Externo à Instituição - MARIA DO SOCORRO ALENCAR NUNES MACEDO - UFSJ
Interno - 2507717 - TATYANA MABEL NOBRE BARBOSA
Notícia cadastrada em: 26/01/2017 12:01
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