A recontextualização do discurso pedagógico da alfabetização construtivista por alfabetizadoras formadas na FaE/UFPel ; The recontextualization of the pedagogical speech of the constructivist alfabetization by primary teachers graduated in the FaE/UFPEL

This research aimed to understand how thw primary teachers which realize the Pedagogy Course in FaE/UFPEL in the period of the 1986 to 2005 recontextualize the primary teaching constructivist pedagogical speech.The research has the qualitative caracter, was carried out with five primary teachers which ones work in the county teaching public net in Pelotas more than three years. One of them granted only one interview because she is not longer acting in the alfabetization class. The other four teachers which made part of teh investigation granted two interviews and had your practices followed in the year of 2010 and provided their plan class diaries for analysis. From the construciuvist alfabetization theory, of the pedagogical texts produced by the trainers and of the alfabetization pedagogical practices, three fields of the alfabetization constructivist pedagogical speech was made up. The fisrt one was named as a primary field of the production of alfabetization constructivist pedagogical speech. For that, the psychogenesis production field was featured, establishing some parameters needed to evaluate the recontextualization process where the constructivist alfabetization speech is delocated from one field to other. Five indicators were building which characterize a pedagogical constructivist alfabetization practice , these indicators formed the basis to the analysis. The second field was constituted on the Thesis was the secundary field of reproduction of the constructivist alfabetization speech, composed fundamentally by the agents and agencies of graduation formation of the research subjects. For the constitution of this field were analyzed the curriculum, teaching plans, disciplin programs which made part of the analyzed period curriculum, specially the references. The third field was constituted in this Thesis was that related to the pedagogical practices of teh primary teachers. The analysis of the recontextualiztion was made troughout the recontextualization rules. The practices were analyzed from teh ...