Possibilidades e influências da formação continuada na construção da docência de professoras alfabetizadoras de Araucária/PR

Possibilities and influences of continuing education in the construction of literacy teachers of Araucária/PR: a dialogical-responsive analysis This paper presents a research conducted with five literacy teachers of the Municipal Education Network of Araucária/Paraná (Brazil), with over eighteen years of teaching, mostly developed in literacy classes in the same municipality. In this context, there is the possibility of a responsive-dialogical analysis of investigation of the continuing education processes offered by the Municipal Education Department of Araucária, of which the teachers have participated during their teaching career. We propose, through a qualitative research, to use methodological procedures of interview and conversation circles to locate and identify the understandings of teachers on continuing education, emphasizing, in their conception and experience verbalization, the development of literacy practices from such training. For the analysis of the teachers’ discourses, we considered the concepts of dialogism, enunciation and responsiveness of Bakhtin (1997), seeking approaches to the theories of Shulman (1987), Nóvoa (1998, 2007), Kramer (2010, 2013) and Maldonado (2002), in order to analyze the dialogical and responsive discourses about the styles and pedagogical practices, which arise from the continuing education of these literacy teachers

Art · Dial · Humanities · Physics · Education and Digital Technologies · Education Pedagogy and Practices · Linguistics and Education Research

• Knowledge and Teaching

  Lee S Shulman, LEE SHULMAN•Harvard Educational Review•1987

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• Letramento e alfabetização

  Open Access•Magda Soares, Magda Becker Soares•Revista Brasileira de Educação•2004

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