Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Feitoza, Iranara Saraiva Alves
 |
| Orientador(a): |
Liberali, Fernanda Coelho |
| 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
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| 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/23208
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Resumo: |
This research materializes in a critical analysis of the literary practices within a group of teachers from the Guarulhos’s County School Network, São Paulo’s city. The interest is identifying the didactic objectives, the practice of literary frequency, and the daily challenges in the first years in a classroom to educate readers by their life contexts, as well as the school paper on the educational task. To supplement, in the end, with the collaborative intention, a teacher’s formation is suggested by the Multiliteracies Pedagogy. The explained theme emerges from the problematic of thinking to mold readers and critical students, by doing that the basis and the approach to Reading are created in the early school years. Allied to the initial premises, the curricular proposals showed not only by the Base Nacional Comum Curricular (BNCC) but on the formative teacher’s documents too, being specified the “Quadro de Saberes Necessários”, the last one built by a group of the Guarulhos’s County School Network, that address to the necessity to reconcile the reading about the student’s experiences in a way or manner that makes it more meaningful. To theoretically justify the research, the theoretical references used to discuss Literacy, the theoretical references used to discuss Literacy, Literacy evolution, Literary Literacy, and Multiliteracies, distinct concepts, but central to the act of reading and writing and so important in the early years of the elementary school. Among related research, a rupture in lecturer’s practices is signalized, especially those related to playfulness and orality that changes in the early years of the Elementary school focusing on literacy. Based on this observation, the methodology adopted by this research involves a questionnaire with reports about readers’ memories of 18 literacy teachers in their personal and professional journeys, that allow an analysis of their own experiences with reading, their objectives, methodological choices, and challenges. As a result, the data analysis presents literacy practices at school are still minimized and restricted to the development of reading for pleasure and there is little emphasis on what to do after that. Therefore, from this study, a proposal was created with a collaborative and formative intention to these teachers, based on Pedagogy of Multiliteracies, that has multiculturalism in those axes, the multimodality, and the multimedia as a form of studying, forming, monitoring and evaluating the formative development. After the research presentations are expected results, to be shown the difficulties and potentialities that overcome the teacher’s responsibilities at school, with the expanding possibilities suggestion in the literary practice, that allows pointing possible ways to rebuild and transform itself and its students |
