Desenvolvimento profissional de professoras alfabetizadoras

Malha E Laços

Bibliographic Data

ID3949166
AuthorsLiliamar Hoça (0000-0002-9650-0215, Universidade Positivo), Joana Paulin Romanowski (0000-0001-7043-5534, Pontifícia Universidade Católica do Paraná)
Year2018
Volume13
Issue2
Pages481-498
Publication date2018-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePraxis Educativa (JOURNAL)
Journal identifiersISSN: 1809-4031 • E-ISSN: 1809-4309
PublisherUniversidade Estadual de Ponta Grossa (UEPG) (PUBLISHER)
DOI10.5212/praxeduc.v.13i2.0013
OpenAlexW2782093978
LanguagePT
Citations received1
References cited2

This study analyses the professional development of literacy teachers, considering the teaching experiences, knowledge, needs, difficulties, in order to define the constitutive elements of this process. The research has a qualitative approach, and, for data collection, it was used the life history and education methodology, with narrative sessions. The analysis was built upon Marcelo Garcia (1999, 2009a, 2009b), Day (2001), Oliveira-Formosinho (2009), Hubermann (2007) and Josso (2007). It was possible to comprehend from the analysis that the professional development of literacy teachers is constituted as a mesh, which holds doings, ideas, conceptions, knowledge and practices, being the evidences of the learning process of the children the element that make them remain as literacy teachers. It was identified the presence of ties constituted by the family, generational and contextual relationships of the profession in this process. Keywords: Professional development. Literacy teachers. Life histories

Art · Garcia · Humanities · Literacy · Literature · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Professional development · Sociology · Computer Science · Education and Digital Technologies · Education Pedagogy and Practices · Philosophy · Psychology · Rural and Ethnic Education

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