Navegando por Autor "Silva, Sônia Maria de Oliveira"

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Ateliê de cartas (auto)biográficas: navegando em cartas, tecendo histórias
(2023-12-19) Silva, Sônia Maria de Oliveira; Anic, Cinara Calvi
The Training Proposal presented in this educational product was crea ted with the aim of contributing to the continued training of Elementary School teachers — Early Years, by promoting reflection on their teaching work with regard to literacy in multigrade classes of the Rural Education — EC, in addition to collaborating in self-understanding and teacher (self)training, through (auto)biographical writing in letters. Specifically, it is intended to provide opportunities for reflection on teaching work with regard to literacy and literacy in multigrade classes; deepen knowledge about the proposed themes; trigger a (self) formative process based on the life-training stories of teachers inserted in Rural Education in Manaus. This is a training procedure, entitled Autobiographical Letters Workshop — Navigating letters, weaving stories, which proposes a path of (self) formation, through (auto)biographical writing in letters produced during six workshops/meetings in which participants have the opportunity to remember, retell and recreate their life stories and training until they reach teaching in Rural Education, together with readings, discussions and problematizations of themes that emerged from the master's research that gave rise to this Training Proposal. This procedure proved to be possible and viable for the purpose for which it was designed, and can be used in other training contexts.
Viagens de vida e docência: alfabetização e letramento em narrativas de professores de turmas multisseriadas da educação do campo de Manaus
(2023-12-19) Silva, Sônia Maria de Oliveira; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Anic, Cinara Calvi; http://lattes.cnpq.br/1702387634067240; Normando, Tarcísio Serpa; http://lattes.cnpq.br/7698576507317746; Costa, Mônica de Oliveira
The research aimed to understand the aspects of literacy and literacy underlying the life training narratives of teachers in multi-grade classes in Education in the Countryside of Manaus, as a basis for developing a training proposal for these teachers. Specifically, we sought to articulate the meanings of literacy, literacy, rural education, multigrade classes as the theoretical foundation of the research; identify the aspects of literacy and literacy that emerged from the narratives of teachers from multi-grade Education classes in the countryside of Manaus; Point out, from the discussion of the aspects that emerged, themes that collaborate with the training of teachers in multigrade EC classes; develop, implement and evaluate a training proposal based on the aspects of literacy that emerged from the narratives of teachers from multigrade classes in Education in the Countryside of Manaus. A questionnaire, the researcher's field diary and narrative interviews were used about the life-education path of four teachers from multigrade classes of Elementary School - Early Years, in the Rural Education – EC modality, from the rural riverside area, Rio Negro, Manaus-Amazonas. The interviews were audio recorded, transcribed and analyzed based on the fundamentals of Discursive Textual Analysis (DTA). This investigative path made it possible to develop, implement, evaluate and validate a training proposal called Ateliê de Cartas (auto)biografias - Navigating letters, weaving stories, whose objective was to serve the continued training of Elementary School teachers - Early Years, based on the promotion reflection on their teaching work with regard to literacy in multi-grade Rural Education (EC) classes, in addition to collaborating in self-understanding and teacher (self)training, through (auto)biographical writing in cards. Specifically, the proposal sought to provide opportunities for reflection on teaching work with regard to literacy in multigrade classes; deepen knowledge about the proposed themes; trigger a (self) formative process based on the life-training stories of teachers inserted in Rural Education in Manaus. According to considerations by members of the Study and Research Group on Teacher Training Processes in Technological Education (GEPROFET), participating teachers in training and pedagogical advisors from rural areas – evaluators of the training proposal –, the (auto)biographical Letters Workshop: Navigating charts, weaving stories, proved to be possible and viable for the purpose for which it was intended, and could be used in other training contexts.