Banca de QUALIFICAÇÃO: VIVIANE CALINE DE SOUZA PINHEIRO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : VIVIANE CALINE DE SOUZA PINHEIRO
DATE: 03/08/2023
TIME: 14:00
LOCAL: Sala de Reuniões CEDU
TITLE:

REMOTE EDUCATION IN MACEIÓ/AL: TEACHING KNOWLEDGE OF LITERACY TEACHERS

KEY WORDS:

Literacy. Teaching knowledge. Emergency Remote Teaching. COVID-19

PAGES: 120
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Currículos Específicos para Níveis e Tipos de Educação
SUMMARY:

The research makes an excerpt from the Coletivo Alfabeização em Rede macroproject, so that it is possible to investigate the teaching knowledge of literacy teachers in the city of Maceió during remote teaching. Therefore, the thesis has a quantitative and qualitative approach of the case study type, which had as participants literacy teachers from Maceió, using an online questionnaire and the focus group as data collection instruments. There were a total of 53 respondent literacy teachers and three teachers were present during the focus group, data analysis was guided by discursive textual analysis. With this, there is the problem: How did the literacy teachers in Maceió develop their pedagogical practices with regard to the planning and use of digital technologies materialized in teaching knowledge during remote teaching? The general objective of the research was to analyze the teaching knowledge materialized in the pedagogical practices of literacy teachers in Maceió regarding the planning and use of digital technologies during remote teaching. The partial results of the research showed that the literacy teachers did not attribute their knowledge to the use of technologies for professional knowledge, but to the experiential knowledge of their pedagogical practices and interactions with other professional colleagues. It was also perceived in their speeches that the Municipal Secretariat (SEMED/Maceió), in terms of curricular knowledge, did little to minimize the impacts of COVID-19 on the students' literacy process, and that decision-making on the guidelines The didactic-pedagogical aspects in the ERE came largely from the educational institutions to which the literacy teachers were a part. The continuity of the research will be in the investigation of the challenges and in the literacy process in its multiple facets, in addition to the narrowing of the theory and practice relationship about the teaching knowledge of the literacy teachers. Based on this research, I argue that the teaching knowledge of the literacy teachers in the municipality evidenced during emergency remote teaching is directly associated with the knowledge they had before the pandemic, but which were readjusted according to the experiential knowledge developed with the practice in the ERE, and that the The use of digital technologies is not capable of guaranteeing students' literacy if teachers are not familiar with these resources and families are not articulating a mediating role in the relationship between student-teacher-learning.

 

BANKING MEMBERS:
Presidente - 2546184 - ADRIANA CAVALCANTI DOS SANTOS
Interno(a) - 3288419 - CLEIDE JANE DE SA ARAUJO COSTA
Interno(a) - 2346585 - YANA LISS SOARES GOMES
Externo(a) à Instituição - DÉBORA AMORIM GOMES DA SILVA COSTA-MACIEL - UPE
Externo(a) à Instituição - NÁDSON ARAÚJO DOS SANTOS - UFAC