Concepções orientadoras das propostas pedagógicas de formação dos professores alfabetizadores

Abstract

The aim of this dissertation is to investigate the conceptions of literacy that guide the pedagogical proposals for the training of literacy teachers, and for this purpose, dialogues with the 14 municipal education networks covered by the Association of Municipalities of Alto Uruguai Catarinense - AMAUC / SC, with research and published in the database of the National Association of Graduate Studies and Research in Education (ANPED) published in the last decade and, in the light of the records of Freire (2001), Frago (1993), Gadotti (1999), Gontijo (2002) ), Mortatti (2000; 2004), Saviani (2008; 2009a, 2009b), Soares (1996, 2003, 2016), who stand out among the researchers referenced. This research will analyze the pedagogical proposals of training for literacy teachers, through the official documents of said educational networks, which, in turn, constitute the research object of this project. Therefore, it is exposed as a research problem: What conceptions of literacy guide the pedagogical proposals for the training of literacy teachers in the municipalities covered by AMAUC / SC? And, it is anchored in two research questions: Which place occupies the training of the literacy teacher throughout history and how do the conceptions of literacy guide the pedagogical proposals of training for literacy teachers in the municipalities of AMAUC / SC? Based on the historical records, the specific objectives were delimited so that they could: a) identify the place that the formation of the literacy teacher occupies throughout history and b) to contextualize historically the conceptions of literacy that guide the pedagogical proposals of formation for literacy teachers of these municipalities. Thus, it is a research of a bibliographic and documentary character, in the methodological perspective of the investigation of the content of the collected materials, subsidized by the principles of the dialectical method, with qualitative interpretation in education proposed by Franco (2005) and Triviños (2013). In this sense, the present dissertation is structured in five chapters where it presents the History of Education, the philosophical, psychological and pedagogical conceptions that influenced the processes of Literacy and Teacher Training in Brazil, contextualizing the conceptions of literacy that guide the pedagogical proposals of formation for literacy teachers throughout history, allowing the understanding of the specificities of the methods, conceptions and theories that characterized the educational changes in the national education system. Understanding that the pedagogical proposals destined to the literacy teachers of the municipal teaching networks of the AMAUC / SC municipalities are mainly characterized as socio-interactionist constructivists of the Piagetian base and in the linguistic studies of Emília Ferreiro & Ana Teberosky (1989), which support including, in a national network, training programs for literacy teachers from the 1990s onwards characterized by liberal and progressive tendencies, allowing a broad reflection on foreign influences in literacy conceptions of pedagogical proposals for the training of literacy teachers. Evidenciando, necessarily, the continuity of the research, the debate and the reflections about the subject here exposed.