Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Vilarrubia, Eliana Ferasin
 |
| Orientador(a): |
Sanches, Emília Maria Bezerra Cipriano Castro |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Formação de Formadores
|
| Departamento: |
Faculdade de Educação
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| 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: |
https://tede2.pucsp.br/handle/handle/22709
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Resumo: |
This research presents the way the author made in the education area in private and public schools, focusing her worries on the literacy of children, whose stories of life are based on several daily situations of social vulnerability, in spite of the fact such children live in areas that are not considered peripheral. The general goal of this research is to analyze the strategies and interventions of a literacy teacher who supports the learning of children who live in a social vulnerability situation and who are attended in a municipal public school of São Paulo city. The researcher defends the effectiveness of the literacy of children until the end of the third year of the primary school as a fundamental condition for the continuation of the learning process in the upcoming years. The social vulnerability is not treated as an insurmountable barrier to the learning process, rather than a reality resulting of social injustice that our children are victim of and that may rebound in the school rooms. In the references, the authors Freire (1987), Leal (1996), Colello (2010) and Arroyo (2014) are highlighted. The methodology of research used is the qualitative approach one, taking from Lüdke and Andre (2013) who consider it the most appropriate when dealing with data related to human behavior, conceptions of learning process and the daily school life. Semi-structure interviews were used with the teacher and with four of her students. The registry of the observation of one-day class and their survey of writing hypothesis were used as well. The final results of the school year and the registration of the parents meeting were also considered important data. When the collected data was analyzed, we could notice that the way taken by the teacher we researched is the way of affectivity, the way of the humanizing education, in the belief and the demonstration to her students that they are able to learn, even facing difficulties from their stories of life. Her strategies and interventions are supported on the respect to the children‟s needs, which allows them to respond with good results in the learning process and high self-esteem |
