AÇÕES COLABORATIVAS EM CONTEXTO ESCOLAR: O ENSINO DA LEITURA E DA ESCRITA JUNTO AO ALUNO COM TRANSTORNOS FUNCIONAIS ESPECÍFICOS

• Ano de defesa: 2019
• Autor(a) principal: Blum, Maria Andreia Batista
• Orientador(a): Angelo, Cristiane Malinoski Pianaro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras (Mestrado)
• Departamento: Unicentro::Departamento de Letras
• País: Brasil
• Palavras-chave em Português: Pesquisa colaborativa; transtornos funcionais específicos (TFE); leitura e escrita; formação continuada
• Palavras-chave em Inglês: Reading and writing processes; collaborative research; specific learning disability (SLD); continuing professional development for teachers
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1063

This research analyses the collaborative process of theoretical, methodological and practice education constructed with a teacher working at mainstream education level and, during extracurricular shift, in a multifunctional resource room – MRR, at a Paraná rural school, assisting a student from the fourth year of elementary school who presents a specific learning disability (SLD). My main scaffold is grounded on: Bakhtin’s circle studies, given the need for interaction between the involved subjects; Vygotsky’s historical-cultural theory, to whom knowledge is erected onto social relations; and contemporary applied linguistics, that scrutinises issues involving language usage situations as to act upon it. Thereby, the teacher has been guided in his/her performance with the reading and writing training in both contexts – a regular class and MRR – aiming at understanding how collaborative pedagogical mediation may contribute to teachers and learners within a specific learning disability (SLD) situation, chiefly in what regards reading and writing difficulties. Therefore, the investigation procedure chosen for this study has been collaborative research, whose key strategy consists in the partnership between researcher and collaborator, when both seek to reflect upon possible solutions for the issues surfacing from the context in question, also planning actions that focus on the improvement of teaching and learning practices. Research results point to: a) teacher’s appropriation of MRR working specificities; b) teacher’s appropriation of theoretical, methodological, and practice frameworks concerning reading and writing processes; c) teacher’s implementation of reading and writing activities in quotidian pedagogical events at a regular class, as well as MRR, to the student with a specific learning disability (SLD); d) SLD students’ development of reading and writing abilities; e) the need for collaborative mediation in what regards teachers working with students manifesting peculiar learning conditions, at primary level, providing theoretical, methodological, and practice guidance turning to the latter’s development of reading and writing strategies.