Alfabetização com os coletivos socialmente desiguais: como os pobres politizam o ensino-aprendizagem da leitura e da escrita quando chegam à escola

• Ano de defesa: 2021
• Autor(a) principal: Alves, Manoelita Rodrigues
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado Profissional em Educação; Centro de Educação; UFES; Programa de Pós Graduação de Mestrado Profissional em Educação
• Palavras-chave em Português: Alfabetização; pobreza; interdisciplinaridade; enunciado; subject.br-rjbn; Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/15162

This research had as its goal to analyze the development of a discursive alphabetization praxis with children who live in poverty as well as to identify how they politicize the teaching-learning for reading and writing. It is assumed that this children, along with their families, organize around a social dynamic that creates a possibility for the output of their existence and it is the school’s responsibility to comprehend this dynamic to acknowledge how and where to walk alongside and towards the educational process. As of this assumption the main question is: how to place children’s concrete formulations in a dialogic and dialectical movement, considering impoverished knowledge of the language during alphabetization process? The research is guided by the language theory by Mikhail Bakhtin and the methodology perspective based on the Dialectics and Historical Materialism, Arroyo’s considerations about childhood and poverty (2007, 2014, 2016) and the concept on alphabetization from Cláudia Maria Mendes Gontijo (2008, 2014), among others. The research was based on a qualitative and participative methodology, the discursive elements that highlight the meanings from the formulations from the students and their families. The students that participated in the research are children on the first year of Elementary School and live in a poor neighborhood where is located the school they are registered. The results evince that children that live in poverty have the potential to politicize the alphabetization curriculum, with formulations produced as of their social, economical, cultural and historical needs. This knowledge allow the starting point for teaching reading and writing that articulate the children praxis with school praxis.