Letramento na formação inicial de professores : um estudo de trabalhos científicos e projetos de ensino, pesquisa e extensão

Abstract

This monograph is a theoretical research that comes from an umbrella research registered in the Pro-rectory of Research and Postgraduate Studies of the State University of Goiás (UEG) and entitled "Activities of teaching, research and extension: a study of literacy in the training of professors of the State University of Goiás ". This research was born from the discussions of the Group of Studies on Teacher Training and Interdisciplinarity (GEFOPI) in Luziânia and was divided into two subprojects for two students of Scientific Initiation (CI). One of the subprojects, of which I am a student of IC, is entitled "Literacy in teacher training: what the works of ANPED, the Theses and Dissertations of CAPES and the voice of the students of the Course of Pedagogy of Campus Luziânia of the State University of Goiás ". For the research of this TC, a subproject was cut, delimiting the object to the literacy in the initial formation of teachers made possible by teachingresearch-extension, having as data source, between the years 2011 to 2017: 1st work of the Working Groups on Teacher Training (WG 8) and on Literacy, Reading and Writing (WG 10) of the meetings of the National Association of Postgraduate and Research in Education (ANPED); 2. theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES); and 3. the projects for teaching, research and extension of the UEG Campus Luziânia. In view of this, the following problem was structured: how do you present the literacy in the initial formation of teachers in the work of ANPED, in the Thesis and Dissertations of CAPES and in the projects of teaching, research and extension of the course of Pedagogy of Campus Luziânia of UEG? To investigate the object, it was assumed that the articulation between teaching, research and extension as a tripod of the Brazilian university can favor the reach of literacy in the initial formation of teachers. Thus, the general objective was to investigate how to present the literacy in the initial formation of teachers in the works of ANPED, in the Thesis and Dissertations of CAPES and in the projects of teaching, research and extension of the course of Pedagogy of Campus Luziânia of UEG. To that end, the referential theory is based on Fávero (1977), Cunha (1980), Botomé (1996) and others who discuss the university and indissociability teaching, research and extension; Libano (1998), Saviani (1998), Pimenta and Anastasiou (2002), Miranda (2006), Pimenta (2013), and other theorists who discuss education and teacher training; and Freire (1983, 2005, 2009), Kleiman (1995), Tfouni (1995), Soares (1998), Gadotti (2010) and others discussing literacy. The research is qualitative of a theoretical nature, with documentary analysis of the Institutional Development Plan (PDI), the Institutional Pedagogical Project (PPI) of the UEG, the Pedagogical Pedagogical Project of Pedagogy and the teaching, research and extension projects of Campus Luziânia ; still with the survey of the state of the knowledge in the scientific articles of ANPED, and in the Theses and Dissertations of CAPES for the attainment of the objectives listed. In this way, it was possible to identify the possibilities and weaknesses of the activities of research, teaching and extension of the campus to reach the literacy in the training of academics of the Pedagogy course, as well as made it possible to know the works of ANPED to attest that further research is needed on the subject in the initial formation of teachers. This research resulted in the fact that there is little discussion about the initial formation of teachers and that through research, teaching and extension projects the acquisition of literacy, academic, becomes more simple and pleasurable.