ALFABETIZAÇÃO E LETRAMENTO: REPRESENTAÇÕES DE PROFESSORAS DO SEMIÁRIDO BAIANO PÓS-PNAIC

Poiésis - Revista do Programa de Pós-Graduação em Educação Pub Date : 2024-05-17 DOI:10.59306/poiesis.v18e332024158-179

Maéve Melo Melo dos Santos, Cosme Batista dos Santos

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Abstract

In the last decade, that is, between 2012 and 2022, literacy teachers in the Semiarid Zone of the State of Bahia joined the Program Literacy at the Right Age (PNAIC in Portuguese), in which the theoretical foundations of alphabetization and literacy practice have been accessed. hroughout this period, little is known about the images that remained of these foundations in teachers' narratives about their classroom practices. This study, therefore, based on the studies of intertextuality referenced by textually oriented discourse analysis (ADTO) (FAIRCLOUGH, 2001) and based on the theory of social representations (JODELET, 2001; ABRIC, 2016) aims to describe the new discursive anchors and the transformations of the concepts of alphabetization and literacy in the narratives of a group of literacy teachers trained by the PNAIC program. From these analyzes, changes in positions and knowledge will be revealed, in addition to highlighting the relevance of this type of study for the monitoring of future continuing education projects in Brazil.

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扫盲与识字：巴伊亚半干旱地区教师的后普纳主义表象

近十年来，即 2012 年至 2022 年间，巴伊亚州半干旱地区的扫盲教师参加了 "适龄扫盲计划"（葡萄牙语为 PNAIC），并在该计划中获得了字母化和扫盲实践的理论基础。因此，本研究基于以文本为导向的话语分析（ADTO）（FAIRCLOUGH, 2001）和社会表征理论（JODELET, 2001; ABRIC, 2016）为参考的互文性研究，旨在描述在 PNAIC 项目培训的一组扫盲教师的叙述中，字母化和识字概念的新话语锚点和转变。通过这些分析，将揭示立场和知识的变化，并强调此类研究对监测巴西未来继续教育项目的意义。

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Poiésis - Revista do Programa de Pós-Graduação em Educação

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