Banca de DEFESA: QUITERIO DANILLO DA SILVA FEITOSA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : QUITERIO DANILLO DA SILVA FEITOSA
DATE: 27/04/2023
TIME: 10:00
LOCAL: Sala de reuniões do Centro de Educação
TITLE:

LITERACY AND READING TEACHING PRACTICES IN THE SCHOOL CONTEXT OF INITIAL WRITTEN LANGUAGE LEARNING

KEY WORDS:

Literacy Practices. Reading Teaching. Initial learning of the written language

PAGES: 136
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research sought to analyze the literacy practices of a literacy teacher focusing on teaching reading in a class of the 3rd year of Elementary School. Therefore, It was aimed to describe literacy events focusing on the approach of textual genres and on reading and writing activities; identify the theoretical conceptions of language/language and text that guide the teaching of the Portuguese Language (PL) and the practice of the literacy teacher; and understand the possible pedagogical implications of theoretical concepts for literacy practices and for teaching reading in the school context of learning written language. The theoretical backgoround that underlies this study is organized from studies that discuss literacy and literacy practices in the Brazilian context (SOARES, 2004; 2006; 2007; KLEIMAN, 2005), in dialogue with some assumptions of the “New” Studies of Literacy (STREET, 1984, 2013, 2014) and with the theoretical conceptions of language correlated to the teaching of PL (TRAVAGLIA, 1996; 2009; GOMES, 2010, 2014, 2017; DORETTO; BELOTI, 2011) and the approach of textual genres (MARCUSCHI, 2008). Methodologically, it is characterized as a research with a qualitative approach (MINAYO, 2011; DAWSON, 2009), of the case study type. Under an ethnographic bias, the sociocultural perspective of literacy studies was used to choose data collection procedures, such as: in loco observation, field diary, document analysis, questionnaires and interviews. The results of the analyzes of the events revealed that the study activities proposed from the textual genres chosen by the teacher, directed the reading practices conducted in the classroom, which almost always restricted the analysis to the identification of information linked to the text, although at various times there was an interaction and activation of the students' prior knowledge; while the writing practices predominantly aimed at the structural and compositional characterization of textual genres and the recognition of the alphabetic and orthographic system. With regard to the analyzed theoretical conceptions, it was verified, in the literacy teacher's practice, the predominance of the conception of language as a communication tool, since the emphasis of the text study was the linguistic code disconnected from the contexts of uses. Making a correlation between the identified conceptions, we observed that the conduct of literacy practices in the school context, more specifically during the teaching of reading, was associated with the perspective of autonomous literacy. Thinking about the various implications of theoretical concepts for teaching PL aimed at the early years of Elementary School, it is inferred that, by prioritizing the linguistic facet, the teacher chooses the appropriation of the alphabetic-orthographic system as the only object of study and work of the Portuguese language, therefore, this literacy practice disregards the differences between the stages of learning the written language, as well as ignoring the different social contexts of uses and functions of literacy practices. Thus, the teaching of reading and writing is not guided by a critical perspective, since there is no articulation between the literacy and literacy processes, that is, the integration of facets (linguistic, interactive and sociocultural).

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