Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
GRAVA, ANDRÉIA DE SOUZA |
| Orientador(a): |
Campos, Elisabete F. Esteves |
| Banca de defesa: |
Vieira, Almir Martins,
Pinto, Alexandre Saul |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1846
|
Resumo: |
Based on the conception of literacy based on Emilia Ferreiro and Paulo Freire, this research proposed the reflection and analysis on the factors involved in the literacy process and the success / failure of children in a full-time public school, in order to understand the possible difficulties encountered by teachers dedicated to basic education and, more specifically, to the initial years of Elementary School I. Initially, a research of a bibliographic and documentary nature was carried out, bringing together the main theoretical subsidies, besides the current legislation and other diplomas legal, instructional and normative, for the analysis of the theme and its unfolding. The theoretical framework included Emilia Ferreiro, Paulo Freire, Miguel Arroyo, Jaqueline Moll, Maria Helena Souza Patto, Elba Siqueira de Sá Barreto, Délia Lerner and Ilma Passos Alencastro Veiga. Based on the theoretical contribution, as the locus of the research, the largest full-time public school in a city of São Paulo, Brazil, which has a high Human Development Index (HDI = 0.862) was selected. We also selected the professionals to be interviewed and then the fieldwork was developed, through a qualitative research with semi-structured interviews, based on the conceptions of Minayo and Sanches (1993, 1996), Godoy (1995), Richardson (1999), André (2001), Szymanski (2002), Lima and Mioto (2007), Stake (2011), Manzini (2012) and to analyze the results, contents proposed by Franco, MARS (2003) and Franco, M.L.P.B. (2008). Through the adoption of the protocol instruments of the research (Term of Free and Informed Consent, Declaration of the Cooperating Institution and Semitetructured Interviews), the field research was attended by three teachers (P1, P2 and P3) from the first three years of the Elementary School I and a Pedagogical Coordinator (CP), who work in the selected school. In the interviews the participants' voices were heard in search of their experiences, professional paths, applied didactics, their perceptions and comprehension about the factors and issues that influence in literacy and school success / failure, as well as their coping strategies. difficulties encountered in the process and that may lead to student retention and disapproval. The collection of information was guided by the establishment of six thematic axes pertinent to the subject at hand and that were obtained through the literary and documentary revision: Thematic Axis 1 – To know the profile and the professional trajectory of the interviewee; Thematic Axis 2 – Understand how the interviewee analyzes the training itself; Thematic Axis 3 – Understand the conception of literacy of the interviewee; Thematic axis 4 – Identify how the interviewee understands his / her teaching practice and the relationship with the families of the students; Thematic Axis 5 – Understand how the interviewee analyzes the school failure; and Thematic Area 6 – Issues of legislation. The main reasons detected were: the absence of dialogue between professionals and collective work; work overload; fragility in specific literacy training; the lack of participation of families; and the lack of interest of the students themselves. |
