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SAVOIRS ET PRATIQUES PÉDAGOGIQUES DANS L'ENSEIGNEMENT DE LA LECTURE ET DE L'ÉCRITURE DANS DES CONTEXTES SCOLAIRES AU BRÉSIL ET EN FRANCE : Gestion de l'évaluation par l'intermédiation planifiée au cycle 2 de l'école primaire

Abstract : ABSTRACT In this research, we investigated the constitution of the knowledge and practices of the teachers participating in the PNAIC (Brazil) and Éduscol / Ifé - PPC2 (France) formations related to the approach of Reading and Writing Teaching Management and the Evaluation Management through the Planned Intermediation in the learning of children in the classes of the Literacy Cycle / Cycle 2. Three theoretical sections were organized: 1) continuing education as a professional development with the concept of teaching knowledge, from the perspective of the construction of knowledge about reading and writing, through the partnership between explicit teaching and the constructivist perspective. 2) teaching practices for literacy and, for this, we approach what we should teach from how the child learns and we defend the systematic literacy; 3) evaluation foundations with adjusted planning for teaching intervention. The study is qualitative and quantitative and we adopted as methodological procedures:(i) document analysis (PNAIC and PPC2); (ii) the application of the open (725 teachers) and closed (939 teachers) questionnaires of Recife’s municipal school system (1st to 3rd grades) and the open questionnaire (7 teachers) of GS and Cycle 2 (CP, CE1 e CE2) from France; (iii) observations of the practices of the Brazilian literacy cycle (1st to 3rd grades) and the practices of CP / Cycle 2 of France; and, finally, (iv) we conducted interviews in both research contexts. To read the data, we used the content analysis methodand Analytical Implicative Statistic (A.S.I.), possible by the CHIC(Classification Hiérarchique, Implicative et Cohésive). The results were organized into two major blocks of analysis. The first deals with data from Brazil and the second with data from France. In relation to Brazil, regarding the analyzed document (PNAIC), we verified that the orientations on the management of the evaluation is the one that conducts the teaching work for the management of the teaching of reading and writing, a primordial aspect for the systematic pedagogical work. In the profile of teachers of Recife’s school system, it was verified that in the 1st grade literacy is a goal; in the 2nd grade, the concern with the work of heterogeneity was identified; In the 3rd grade, there is the priority of studies on the general themes of the educational area. In teaching practices, there is an understanding of the diversification of interventions and forms of grouping to address heterogeneity. Pedagogical devices are developed from the perspective of integrated assessment involving teacher and school planning, and literacy cycle assessment to program the adjusted actions. In France, the document PPC2 presents operation of the French language as the central objective of teaching in the cycle. The general profile of school teachers shows the concern with the pedagogical time. Teaching management is performed intentionally, in other words, the teacher knows exactly what to teach by the established curriculum. The interventions and groupings are developed with the presentation of the content; reflection on the alphabetic writing system; reading, comprehension and fluency; and, finally, daily evaluation. In the teacher's practice, pedagogical devices are organized for constant, daily and progressive recoveries. Given this, we have five arguments: (i) teacher’s education should consider the various elements that make up professional genres for the realization of professional development. ii) the explicit and defined professional genres serve as didactic and pedagogical support for planning choices; (iii) the devices of the teachers surveyed were regular and intentional, presenting themselves differently in each context and through the common consideration of the systematization of teaching and the progression of learning; (iv) the provisions also revealed evidence of professional schemes implicit in teachers' practices, some conscious and some not, to meet consolidated rights and established competencies; and finally, (v) the actions developed by each teacher are presented, several times, as the professional style of each teacher. Thus, the research indicated that the teacher is able to develop a professional style, regardless of the macro-educational context lived and that reveals the process of professional development, which will be marked from the Teaching of Reading and Writing Management and the Evaluation Management through Planned Intermediation in children's learning for each year of the cycle.
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https://tel.archives-ouvertes.fr/tel-03455678
Contributor : Renata Araújo Jatobá de Oliveira Connect in order to contact the contributor
Submitted on : Monday, November 29, 2021 - 6:03:40 PM
Last modification on : Saturday, December 4, 2021 - 3:48:09 AM

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Renata Araújo Jatobá de Oliveira. SAVOIRS ET PRATIQUES PÉDAGOGIQUES DANS L'ENSEIGNEMENT DE LA LECTURE ET DE L'ÉCRITURE DANS DES CONTEXTES SCOLAIRES AU BRÉSIL ET EN FRANCE : Gestion de l'évaluation par l'intermédiation planifiée au cycle 2 de l'école primaire. Sciences de l'Homme et Société. Université Lumière Lyon 2; École Doctorale 485 EPIC EA 4571- Laboratoire Éducation, Cultures, Politiques, 2019. Français. ⟨tel-03455678⟩

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