O perfil dos professores alfabetizadores das escolas públicas de Santa Catarina
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Arquivos
Data
2015
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Silveira, Camile Martinelli
Orientador
Schmidt, Leonete Luzia
Coorientador
Resumo
A presente pesquisa teve por objetivo conhecer o perfil dos professores do Ciclo Alfabetizador das Escolas Públicas de Santa Catarina. Os dados foram obtidos na base dos microdados do Censo Escolar 2013, sinopses estatísticas, estes divulgados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, e, na base de microdados da Pesquisa Nacional de Amostra por Domicílio (PNAD), divulgados pelo Instituto Brasileiro de Geografia e Estatística. A abordagem teórico-metodológica orientadora da pesquisa foi o materialismo histórico-dialético. As análises foram realizadas a partir de duas categorias de conteúdo: Formação de Professores e Condições de Trabalho, criadas a partir dos dados coletados. Os resultados evidenciaram que os professores alfabetizadores das escolas públicas de Santa Catarina, no que diz respeito à formação acadêmica, possuem diferentes níveis, incluindo um pequeno grupo com Ensino Fundamental incompleto, outro grupo com Ensino Médio e a maioria com formação em nível superior. Destes últimos 59,98% com graduação em Pedagogia o que evidencia que boa parte dos professores das classes de alfabetização não tem formação adequada à etapa que está atuando; A formação superior desses professores ocorreu em mais de 300 instituições de ensino diferentes, incluindo faculdades, centros superiores de educação e universidades, implicando em currículos diferentes e, consequentemente, uma formação inicial diferente. Referente a formação continuada, embora os dados indiquem que mais da metade dos professores realizaram algum tipo de curso, quer seja Lato, Stricto Sensu ou em cursos de extensão, é expressivo o número de professores que ainda não realizaram uma única formação continuada, mesmo atuando há mais de dez anos como professora. Além disso, os dados evidenciam que há predominância feminina nas salas de sala, desinteresse pelo ingresso nos cursos de licenciatura haja vista a idade das professoras falta de políticas públicas que visem à valorização da profissão do magistério como plano de cargos e salários atraente. A infraestrutura das escolas não atende as necessidades básicas para assegurar um trabalho pedagógico de qualidade e, somando se a isto há excessiva carga horária de trabalho para os professores.
The following research had as purpose the acknowledgement of teacher's profile of the literacy cycle of public schools of Santa Catarina. The data was obtained in the basis of micro data of Censo Escolar 2013, statistics synopses, these were displayed by the National Institute of Studies and Educational Research Anísio Teixeira, and, micro data basis of National Research of Residence Sample (PNAD), displayed by the Brazilian Institute of Geography and Statistics. The oriented theoretical-methodological approach of the research was the historic-dialect materialism. The analyses were performed from two content categories: Forming of teachers and working conditions, created from the data collected. The results represent that literacy teachers of public schools of Santa Catarina, in the perspective of academic formation, possess different levels, including a small group of unconcluded Elementary School, another group with high school concluded and the majority with higher education degree. These last 59,98 % with an undergraduate degree in pedagogy which reveals that a big part of the teachers in literacy classes don't have the proper formation on the area they are acting. The higher education of these teachers happened in more than 300 different learning institutions, including colleges, centers of higher education and universities, implying in different résumés and, consequently, a different initial education. Regarding continuing education, although the data indicates that more than half the teachers concluded some kind of course, may it be, Latu, Stricto Sensu or extension courses, it is significant the number of teachers that haven't yet done a single form of continued graduation, despite acting more than ten years as a teacher. Furthermore, the data shows that there is a female predominance in the classrooms, disinterest entering in graduation courses considering the age of the teachers lack of public policies that aim the appreciation of the magisterium profession as a plan of post and attractive salaries. The schools infrastructure don't meet the basics necessities to assure a pedagogical work of quality and, in addition there is an excessive workload for teachers.
The following research had as purpose the acknowledgement of teacher's profile of the literacy cycle of public schools of Santa Catarina. The data was obtained in the basis of micro data of Censo Escolar 2013, statistics synopses, these were displayed by the National Institute of Studies and Educational Research Anísio Teixeira, and, micro data basis of National Research of Residence Sample (PNAD), displayed by the Brazilian Institute of Geography and Statistics. The oriented theoretical-methodological approach of the research was the historic-dialect materialism. The analyses were performed from two content categories: Forming of teachers and working conditions, created from the data collected. The results represent that literacy teachers of public schools of Santa Catarina, in the perspective of academic formation, possess different levels, including a small group of unconcluded Elementary School, another group with high school concluded and the majority with higher education degree. These last 59,98 % with an undergraduate degree in pedagogy which reveals that a big part of the teachers in literacy classes don't have the proper formation on the area they are acting. The higher education of these teachers happened in more than 300 different learning institutions, including colleges, centers of higher education and universities, implying in different résumés and, consequently, a different initial education. Regarding continuing education, although the data indicates that more than half the teachers concluded some kind of course, may it be, Latu, Stricto Sensu or extension courses, it is significant the number of teachers that haven't yet done a single form of continued graduation, despite acting more than ten years as a teacher. Furthermore, the data shows that there is a female predominance in the classrooms, disinterest entering in graduation courses considering the age of the teachers lack of public policies that aim the appreciation of the magisterium profession as a plan of post and attractive salaries. The schools infrastructure don't meet the basics necessities to assure a pedagogical work of quality and, in addition there is an excessive workload for teachers.
Palavras-chave
Professores - Formação, Professores alfabetizadores, Alfabetização, Letramento