Banca de DEFESA: RENATA DE MELO SOUZA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : RENATA DE MELO SOUZA
DATA : 30/09/2020
HORA: 08:00
LOCAL: Sala Virtual
TÍTULO:

BETWEEN PUBLIC POLICIES OF CURRICULUM AND PRACTICE OF CONTINUING TEACHER TRAINING:

 the (in) visibility of the literature

PALAVRAS-CHAVES:

Literary education. Continuing education. Literature. Literary reader. Literary Literacy.

PÁGINAS: 175
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Letras
SUBÁREA: Teoria Literária
RESUMO:

The research entitled “Between public curriculum policies and the practice of continuing education for teachers: the (in) visibility of literature” aims to reflect on how Literature and continuing education are presented in official national and state public policies that they deal with the curriculum and the continuing education of teachers for basic education and their articulation with the practices of continuing education for teachers in the state public network of Mato Grosso. The main theoretical contributions used for the foundation and analysis that deal with literature, literary education and literary literacy Candido (1995), Compagnon (2009), D 'Onofrio (1990), Jouve (2012), Zilberman (2003), Colomer (2003, 2007), Cosson (2012, 2018), on continuing education, García (1999), Nóvoa (2001), Pimenta (2002), Imbernón (2009) and Alarcão (2010). The study was carried out through qualitative research and had as methodological procedures for data production and analysis, documentary research and use of questionnaires for teachers of Portuguese and CEFAPROS trainers. The research showed that in all official documents of guidelines, parameters and curricular bases, the teaching of literature is inserted in the discipline / curricular component of Portuguese. In the PCNs – Elementary Schooll (1998), PCNs Haigh Schooll (1999) and PCNs + (2002), Literature starts to be recognized through literary genres and points out the need for student reading training. In the OCNs - National Curricular Guidelines (2006), special relevance is given to literary education and the training of critical readers at school, based on literary literacy. In BNCC (2017) and DRC / MT (2018), Literature is treated as literary education, from the unveiling of the text based on the tripod of the literary system: work, author and audience and the school that provides the training of the reader . It ensures the place of literature in the curricular component of the Portuguese language, in the artistic-literary field, based on language practices (Reading; text production; Orality and linguistic / semiotic analysis) and respective skills and knowledge objects. As for continuing education, national OCs point to the need for continuing education for teachers to train literary readers, based on socio-interactionist concepts. The DRC / MT presents a document, prepared by the WG of the National Council of Education Secretaries and UNDIME that indicate elements for the construction of a national continuing education program, from the perspective of the BNCC, focused on learning rights, competences and skills and socio-emotional skills. On the other hand, in the practice of continuing education for public school teachers in the State of Mato Grosso, mentioned in official state documents and carried out via CEFAPROs, the teaching of Literature is not visible. In addition, there is a transfer of responsibility on the part of LP teachers and CEFAPROS trainers about who is responsible for this training demand.

MEMBROS DA BANCA:
Presidente - 133580001 - ADRIANA LINS PRECIOSO
Interno - 131982001 - ROSANA RODRIGUES DA SILVA
Interno - 39242003 - ALBINA PEREIRA DE PINHO SILVA
Externo à Instituição - ROSEMAR EURICO COENGA - UNIRONDON
Externo à Instituição - LEANDRO PASSOS - IFMS