Formação continuada pós Pacto-BA e PNAIC: o ensino da leitura e da escrita no ERE à luz de fios discursivos freireanos
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Revista de Iniciação à Docência
ISSN
2525-4332
Página(s)/e-location
283-298
Idioma(s)
pt
Fonte
Fonte
Jequié, BA
6
2
jul./dez.
6
2
jul./dez.
Coleções
Resumo
Este artigo é um recorte de dissertação de mestrado com ênfase na formação continuada de três professoras que atuaram nos programas Pacto-BA e PNAIC considerando o ensino da leitura e da escrita no processo da alfabetização. O objetivo é apresentar aspectos dos postulados freirianos enfatizados e observados nas práticas das respectivas professoras, durante o Ensino Remoto Emergencial (ERE), 2020. Os instrumentos utilizados foram viabilizados por meio de aplicativos veiculados à cibercultura (SANTOS, 2019) com interfaces em Whatsapp, E-mail, Google Meet, canais de interlocução entre a pesquisadora e as professoras, para discussões sobre as cartas pedagógicas. Os diálogos propostos com as professoras contribuíram para e as ressignificações dos modos de ensinar e aprender. O resultado desta experiência, evidenciou que o movimento dialógico de formação continuada entre pesquisadora e professoras colaboradoras, ocorrida tanto presencialmente, quanto virtualmente, favoreceu o movimento reflexivo, a autoformação, a emancipação e o desenvolvimento profissional, possibilitando-lhes ressignificarem as ações didáticas em relação ao ensino da leitura e da escrita nos anos iniciais do Ensino Fundamental.
This article is an excerpt from a master's thesis with emphasis on the continuing education of three teachers who worked in the Pacto-BA and PNAIC programs, considering the teaching of reading and writing in the literacy process. The objective is to present aspects of Freire's postulates emphasized and observed in the practices of the respective teachers, during the Emergency Remote Teaching (ERE), 2020. The instruments used were made possible through applications conveyed to cyberculture (SANTOS, 2019) with interfaces in Whatsapp, E-mail, Google Meet, dialogue channels between the researcher and the teachers, for discussions about the pedagogical letters. The dialogues proposed with the teachers contributed to and the resignifications of the ways of teaching and learning. The result of this experience showed that the dialogic movement of continuing education between researcher and collaborating teachers, which took place both in person and virtually, favored the reflective movement, self-training, emancipation and professional development, enabling them to reframe the didactic actions in relation teaching reading and writing in the early years of elementary school.
This article is an excerpt from a master's thesis with emphasis on the continuing education of three teachers who worked in the Pacto-BA and PNAIC programs, considering the teaching of reading and writing in the literacy process. The objective is to present aspects of Freire's postulates emphasized and observed in the practices of the respective teachers, during the Emergency Remote Teaching (ERE), 2020. The instruments used were made possible through applications conveyed to cyberculture (SANTOS, 2019) with interfaces in Whatsapp, E-mail, Google Meet, dialogue channels between the researcher and the teachers, for discussions about the pedagogical letters. The dialogues proposed with the teachers contributed to and the resignifications of the ways of teaching and learning. The result of this experience showed that the dialogic movement of continuing education between researcher and collaborating teachers, which took place both in person and virtually, favored the reflective movement, self-training, emancipation and professional development, enabling them to reframe the didactic actions in relation teaching reading and writing in the early years of elementary school.
Descrição
Palavras-chave
Formação continuada, PACTO/PNAIC, Leitura e escrita, Discursos freirianos., Continuing education, PACTO/PNAIC, Reading and writing, Freirian speeches
Citação
MENDES, Márcia de Cassia Santos ; GUSMÃO, Maria Aparecida Pacheco. Formação continuada pós Pacto-BA e PNAIC: o ensino da leitura e da escrita no ERE à luz de fios discursivos freireanos. Revista de Iniciação à Docência, Jequié, BA, v. 6, n. 2, p. 283-298, jul/dez. 2021. https://doi.org/10.22481/riduesb.v6i2.9465. Disponível em: https://periodicos2.uesb.br/index.php/rid/article/view/9465. Acesso em: 2022-08-09