Astucias de uma professora alfabetizadora : um estudo de caso sobre a alfabetização e os usos dos tempos em uma sala de aula / Cunning of teacher to literacy : studing about read and write and the usage of time in classrom

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This study is about a PhD research (FE/UNICAMP) done in order to understand how na experienced teacher, who works with alphabetization, 62 years old and 47 years of practice, deals with the teaching relations and organizes the uses from the school times for doing it. The research is characterizes by a qualitative approach based on a ethnographic investigation, according to what Ezpeleta and Rockwell (1989) and Silva (2000) suggest. The case study, which took place in the municipal network of schools from Cascavel - PR, involved the production and collection of data with the observation of the daily school routine, inside and outside the classroom, the data register in a notebook for two years (November 2003/2005), divided into seventy weekly meetings. The interventions which enabled mediations for the alphabetization according to Vigotski s analyses (1994, 2000), in accordance with the historical-cultural theory and the reflections about the teacher who works with alphabetization (Fontana, 1996, 2000; Guedes-Pinto, 2002; Kleiman, 2005; Mortatti, 2000; Soares, 2004) were documented. To subsidize the investigation of a significative and singular work and the description of the teacher´s professional life, in the migration context of the West of Parana, the oral history presupposals (Amado, 1995; Portelli, 1997), and the time aspects (Elias, 1998; Heller, 1972, 1991) were used as constitutive elements of her trajectory: the limit, irreversibility; and the time interior experience, internal duration, that is, the intensity and the meaning that made the lived details singular. The discussions about the time uses to propitiate the teaching, the mediations, interactions, learning took into consideration the contributions elaborated by Heller (1991) to study the daily and the non-daily routine, by Thompson (1998) and by Certeau (1994), describing situations from the empirical material, relating them through the time aspects: a) continuity, division, organization, distribution, prioritization, cadency and concatenation; b) multiple rhythms, synchronicity and simultaneity; c) convenient moment, like an instant election and knowledge about the work and astuteness object.

ASSUNTO(S)

tempo alfabetização education literacy teach aula pedagogic mediation educação time mediação pedagogica

ACESSO AO ARTIGO

Documentos Relacionados