POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador

This article presents results on an alphabetization research, conducted with teachers graduated in Pedagogy courses, in the context of expansion of elementary school and educational policies for management, affiliated to new world ordaining. Historical and cultural perspective of language and human...

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Autor principal:	Benedita de Almeida
Formato:	article
Lenguaje:	EN ES FR PT
Publicado:	Universidade Federal do Maranhão 2015
Materias:	educational policies alphabetization teachers’ formation Political science J Political institutions and public administration (General) JF20-2112
Acceso en línea:	https://doaj.org/article/5089084908e14399862eabb3edce57ab
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spelling	oai:doaj.org-article:5089084908e14399862eabb3edce57ab2021-11-11T15:50:45ZPOLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador2178-2865https://doaj.org/article/5089084908e14399862eabb3edce57ab2015-01-01T00:00:00Zhttp://www.redalyc.org/articulo.oa?id=321143695022https://doaj.org/toc/2178-2865This article presents results on an alphabetization research, conducted with teachers graduated in Pedagogy courses, in the context of expansion of elementary school and educational policies for management, affiliated to new world ordaining. Historical and cultural perspective of language and human development, analyzes the elements of such an enlargement and the meanings of teaching the mother language in the early years of school. This research was conducted with the use of questionnaires and documentation analysis, and its results highlight the political and epistemological aspects of elementary school, with emphasis in language knowledge as expressed by the research subjects and the challenge of definition the teaching content in this context. It also uncovers some fragilities in the teacher´s relationship with their specific knowledge, and a conflict between their needs for linguistic formation in the early years of school and the teachers’ possibilities in their field, thus indicating that there is a need of conjugating of vigorous public policies of teachers’ formation and curricular structure so that the school can actively work on the linguistic development of both teachers and students that the first years of school pose.Benedita de AlmeidaUniversidade Federal do Maranhãoarticleeducational policiesalphabetizationteachers’ formationPolitical scienceJPolitical institutions and public administration (General)JF20-2112ENESFRPTRevista de Políticas Públicas, Vol 19, Iss 2, Pp 599-609 (2015)
institution	DOAJ
collection	DOAJ
language	EN ES FR PT
topic	educational policies alphabetization teachers’ formation Political science J Political institutions and public administration (General) JF20-2112
spellingShingle	educational policies alphabetization teachers’ formation Political science J Political institutions and public administration (General) JF20-2112 Benedita de Almeida POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador
description	This article presents results on an alphabetization research, conducted with teachers graduated in Pedagogy courses, in the context of expansion of elementary school and educational policies for management, affiliated to new world ordaining. Historical and cultural perspective of language and human development, analyzes the elements of such an enlargement and the meanings of teaching the mother language in the early years of school. This research was conducted with the use of questionnaires and documentation analysis, and its results highlight the political and epistemological aspects of elementary school, with emphasis in language knowledge as expressed by the research subjects and the challenge of definition the teaching content in this context. It also uncovers some fragilities in the teacher´s relationship with their specific knowledge, and a conflict between their needs for linguistic formation in the early years of school and the teachers’ possibilities in their field, thus indicating that there is a need of conjugating of vigorous public policies of teachers’ formation and curricular structure so that the school can actively work on the linguistic development of both teachers and students that the first years of school pose.
format	article
author	Benedita de Almeida
author_facet	Benedita de Almeida
author_sort	Benedita de Almeida
title	POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador
title_short	POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador
title_full	POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador
title_fullStr	POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador
title_full_unstemmed	POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador
title_sort	políticas de alfabetização, cultura pedagógica e conhecimento linguístico: diálogos com a formação do alfabetizador
publisher	Universidade Federal do Maranhão
publishDate	2015
url	https://doaj.org/article/5089084908e14399862eabb3edce57ab
work_keys_str_mv	AT beneditadealmeida politicasdealfabetizacaoculturapedagogicaeconhecimentolinguisticodialogoscomaformacaodoalfabetizador
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POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador

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