Banca de DEFESA: CLAUDIA RODRIGUES DO CARMO ARCENIO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CLAUDIA RODRIGUES DO CARMO ARCENIO
DATE: 09/11/2022
TIME: 14:00
LOCAL: https://conferenciaweb.rnp.br/webconf/patricia-bastos-de-azevedo
TITLE:

Iguaçuan Crossings of School Literacy: Narratives about the Federal Programs for Continuing Education of Literacy Teachers(1990-2020)

KEY WORDS:

Literacy, Teaching of reading and writing, Nova Iguaçu, Teacher Training

PAGES: 278
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

Crossings means passage, path traveled. In the context of this writing, the crossing takes place through the life trajectories of seven teachers whose experiences crossed the history of school literacy in the city of Nova Iguaçu, contributing to the realization of federal programs for continuing education of literacy teachers. The cartography of these trajectories sought to develop a collaborative image of how these programs were implemented in the municipal network. In this sense, the present research sought to investigate the route of teaching reading and writing, in the municipality of Nova Iguaçu, through narratives about federal programs for continuing education of literacy teachers. In order to contribute to the record of the historical processes of literacy in the state of Rio de Janeiro, especially in the Baixada Fluminense; explain the concepts of literacy that permeate each of the training programs investigated; to expose the specific temporality of the trajectory of popular classes' literacy. The text of this thesis is organized in five parts. The first part, “Ports of Passage,” presents the objectives and justification of the research, exposes a state of the art on research about the city, as well as a brief history of this municipality. The second part seeks to delimit the methodology, the theoretical framework and the field of research. The third part, “Several maps a treasure,” aims to carry out a survey on the legislation that defines the initial and continuing training of teachers in the initial series, in addition to presenting a technical file of the investigated programs. The fourth part exposes the life trajectory narratives of the participating teachers, with a focus on the investigated programs, built under the paradigm of oral history. Finally, we present our analyzes elaborated through Dialogical Discourse Analysis. This analysis is materialized through a dialogic and responsive text that intends to present the research results. At the end of this work, we conclude that these continuing education policies seem to be configured in a kind of mechanism for the reproduction of techniques, methodologies and practices anchored in theoretical references that reflect the meanings of what is expected of the literate subject in a certain temporality. These theoretical-methodological sets are usually presented from time to time in the form of programs as a way to address the issue of literacy in Brazil. The life trajectory narratives allowed us to visualize the materialities, resistances and influences of these formations in the literacy conceptions and practices in this municipality, exposing a significant part of school literacy and literacy of popular classes.

COMMITTEE MEMBERS:
Presidente - 1548864 - PATRICIA BASTOS DE AZEVEDO
Interna - 1545891 - ANA MARIA MARQUES SANTOS
Interna - 1649545 - SANDRA REGINA SALES
Externa à Instituição - ANA MARIA DA COSTA MONTEIRO - UFRJ
Externo à Instituição - HELENA MARIA MARQUES ARAÚJO - UERJ