REPRESENTATIONS ABOUT THE READING AND THE WRITING IN THE TEACHER S FORMATION: A RESEARCH WITH TEACHERS OF THE FIRST SCHOOL YEARS / REPRESENTAÇÕES SOBRE A LEITURA E A ESCRITA NA FORMAÇÃO DE PROFESSORES: UMA PESQUISA COM PROFESSORAS DOS ANOS INICIAIS

AUTOR(ES)

Mariolinda Friedhein

DATA DE PUBLICAÇÃO

2008

RESUMO

The Master s Dissertation titled Representations about the reading and the writing in the teacher s formation: a research with teachers of the first school years is linked to the teachers training research of the Graduate Program in Education - Master s Degree - of Federal University of Santa Maria. The purpose of this research is to investigate the social representations of four teachers in activity of a public school in Silveira Martins/RS, with relationship the reading and writing at school. The principal objective was to leave of this purpose, to contribute with the enlargement form of the teacher s knows in the work with these abilities to the construct of the knowledge. The principal questions of this job are attached to the relationship that the teachers were constructing itselves over her life s histories with the reading and the writing, searching to check if these relationship interfere (or not) in their know of the pedagogical action. Like this, I brought your formative process, since the childhood until these days. Tends in view this thematic as well as the current objectives, I approach of the qualitative nature in research. To the production of this matter, was used not structure interview and writing narratives (autobiography writes), where the teachers learn herselves the representations and the signs at the different formation s spaces/times. Then, I base on referring theoretical conceptions to the teacher s formation process to the reading and writing and to Theory of Social Representation, using authors like: Barcelos (2004), Marques (2001), Moscovici (1978), Nóvoa (1991), Tardif (2002), Zilberman e Silva (2005), among others. Through the ranson of the personal and professional teacher s trajectories on the oral and writed narratives, is evident the reciprocal influences among the several spaces/times of formation at the knows attached to the relationship to reading and writing. Because of this, the personal history of one teacher should be considered, her believes, her representations, her life s experience, during the inicial formation and continuous formation, at the possibility of to remean your practices.

ASSUNTO(S)

reading and writing and social representations educacao leitura e escrita e representações sociais formação de professores

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