Teacher knowledges into a literacy teachers practice: an ethnographical study / Os saberes docentes na prática de uma alfabetizadora: um estudo etnográfico
AUTOR(ES)
Marli Lúcia Tonatto Zibetti
DATA DE PUBLICAÇÃO
2005
RESUMO
This thesis scope is that of researches on teaching knowledge, regarding work as the context in which the mobilization and construction of this knowledge takes place, based on experiences of academic development and professional performance. It is an investigation of knowledge present in teaching activity acquired during literacy instruction, the stage on basic education most vulnerable to students academic failure. The research seeks to understand the appropriation/objectification processes and the creation of knowledge into the teachers practice through an ethnographical approach, which is applied in participatory observation, interviews, documents analysis and pictures. Which knowledge is mobilized by the teacher during her work with the children? Which elements contribute or influence the construction of teacher knowledge? How does she act with the absence of knowledge? Trying to answer these questions, the research presents two important dimensions into the construction of knowledge. A historical/dialogical dimension that highlights how knowledge is appropriated and objectified along the development history and professional performance, by means of dialogue with: a) the different experiences lived by the educator; b) professional partners with whom the teacher has the opportunity of establishing exchanges; c) the children with whom she works; d) the theoretical and pedagogical materials used up in class preparation. As the teacher listens the solicitations, needs and possibilities of her students, she gives meaning to the teaching task of reading and writing. The second dimension of teaching knowledge to be considered is its creative dimension. Even submitted to the limitation of daily work this activity can not be characterized as reproductive. On the contrary, as she faces the challenges of the literacy teaching task, the teacher reorganizes what she knows, searches new knowledge and uses different resources to create different forms of intervention into the pedagogical process. Such dimension can be identified by the following aspects: classroom management, diversity attendance at the process and activities related to literacy teaching. Finally, the research points to the emphasis given by public policies to teachers development which tends to occur at superposed programs, which attend different professional segments in distinct projects. Moreover, the investments on teachers development are not articulated with the necessary improvements to the works objective conditions at schools, evidencing how, at the investigated school, the precariousness of these conditions impede the possibilities of a collective work development, able to offer a better teaching quality to suburban children to whom school is the main source of access to systematized knowledge.
ASSUNTO(S)
teacher education daily life teacher knowledges literacy cotidiano etnografia formação de professores ethnography saberes docentes alfabetização
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