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| Author(s): |
Maria Iolanda Monteiro
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São Paulo. |
| Institution: | Universidade de São Paulo (USP). Faculdade de Educação (FE/SBD) |
| Defense date: | 2006-03-24 |
| Examining board members: |
Belmira Amelia de Barros Oliveira Bueno;
Marli Eliza Dalmazo Afonso de Andre;
Helena Coharik Chamlian;
Maria Regina Guarnieri;
Alda Junqueira Marin
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| Advisor: | Belmira Amelia de Barros Oliveira Bueno |
| Abstract | |
This paper focused on the understanding of academic success in the alphabetizing area by investigating the knowledge and practices related to the personal, academic and professional life of four successful alphabetizers who exercised their profession in the state of Sao Paulo throughout 1950 to 1980. The impact of the 1971 reform was duly studied and so were the direct consequences of the different previous and posterior policies and also the probable period during which started the professional making of the researched teachers. By studying the life histories, the investigation underlined the different experiences of the alphabetizers, identifying the various knowledge and practices which gave support to the successful alphabetizing work, and the decisive factors which accompanied the process of a teacher\'s formation. The articulation of the pre-school childhood knowledge, academic life, personal performance, both scholar and professional, together with the study of the alphabetizing practices characteristics justified the academic success. The results analysis concluded that the various aspects of the teachers\' life history, together with their personal knowledge and teaching concepts, sustained the alphabetizing success obtained. In spite of quite heterogeneous scenarios, the academic success resulted from the autonomy in the work to organize teaching practices which would ensure a successful learning of writing and reading, always considering that every child presented capacity to learn independently of social/economic, cultural and learning conditions. The study of the life histories of the successful alphabetizer teachers, involving important and different knowledge and pratices to build up alphabetizing practices which guaranteed the success of every student, didn\'t focus just the systematizing of pedagogic aspects which would serve solely as references to organize the alphabetizing process of today\'s teachers, but also the intrincacies of those aspects inherent to educative actions, in teaching writing and reading techniques, and the rescue of a few values which were considered essential, back at the time when the researched teachers were active, and nowadays are criticized and depreciated. The analysis of educational practices pointed out a diversification of teaching strategies amongst the researched teachers. In spite of the differences, they presented similar purposes - everyone should learn and any form of discrimination was rejected. It was also verified the creation of routines and rituals while developing the contents and related activities, but with distinguished practices and aspects. This characteristic confirms the making of ethics applied to pedagogical work. So, the present research offers information for the study of alphabetizing while making richer the analysis of the elements pertaining to teaching work to achieve academic success, and of the new data which make possible the investigation of the matter also with other approaches. (AU) | |