Banca de QUALIFICAÇÃO: QUITERIO DANILLO DA SILVA FEITOSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : QUITERIO DANILLO DA SILVA FEITOSA
DATE: 21/10/2022
TIME: 09:00
LOCAL: Sala virtual do google meet
TITLE:

LITERACY PRACTICES AND READING TEACHING IN THE 3rd GRADE OF ELEMENTARY SCHOOL: A LOOK AT THE PEDAGOGICAL DOING OF A MOTHER LANGUAGE TEACHER

KEY WORDS:

Literacy Practices. Alphabetization. Reading. Teaching of Mother Language.

PAGES: 145
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research deals with literacy practices and mother language teaching of a teacher/literacy teacher, focusing on reading practices in a 3rd year elementary school. The theoretical framework is grounded from the convergence of studies that discuss alphabetization and literacy processes in the Brazilian context (SOARES, 2004; 2006; 2007; KLEIMAN, 2005, ROJO, 2009), in dialogue with some assumptions of the “New” Literacy Studies (STREET, 1984, 2013, 2014), in order to reflect on the theoretical concepts that guide the pedagogical practices related to the teaching of Portuguese Language (TRAVAGLIA, 1996; 2009; GOMES, 2010, 2014, 2017, DORETTO; BELOTI 2011), to the approach of textual genres (MARCUSCHI, 2008; ANTUNES, 2009; BRASIL, 2017), and reading and writing activities. Methodologically, this study is characterized as a qualitative research (MINAYO, 2011; DAWSON, 2009), carried out under an ethnographic bias, considering that it uses the methodological orientation of the sociocultural perspective and that data collection procedures are used, such as: in loco observation, field diary, document analysis, questionnaires and interviews. The partial results of the research indicate that the literacy practices observed have as their teaching/learning aim the appropriation of the alphabetic-orthographic system, without taking into account the different social and cultural contexts of language uses. Thus, it was possible to identify that alphabetization (linguistic facet) of written language learning is the focus of Portuguese language teaching in the 3rd grade of Elementary School. Furthermore, we observed evidence that the conception of language as a communication instrument predominantly guides the teacher/alphabetization teacher's practices. Therefore, this theoretical conception is associated with the idea of autonomous literacy and has implications for pedagogical practice, more specifically for addressing work with the mother language and teaching reading in the school context.

BANKING MEMBERS:
Presidente - 2346585 - YANA LISS SOARES GOMES
Interna - 2546184 - ADRIANA CAVALCANTI DOS SANTOS
Externo à Instituição - JUSCELINO FRANCISCO DO NASCIMENTO - UFPI