Entrada na escola, saida da escrita

• Ano de defesa: 1991
• Autor(a) principal: Maria Lucia Castanheira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Processos de alfabetização; A escrita anterior e posterior das crianças; Educação; Alfabetização; Escrita
• Link de acesso: http://hdl.handle.net/1843/FAEC-86QN4B

The dissertation has as object of study the relation of children belonging to the working class and who live in the suburbs of Belo Horizonte, with the writing. It focuses the period which immediately precedes their entering the first grade and the period which inmediately follows it. It is a case study in wich several children, parents, teacherrs and supervisors were interviewed. The activities developed at the public school which the interviewed children attend were observed for 3 months. In the first part, a description of the place where these children live and their relation with their family members was given.There's also a description of the relation that these children keep with theee writing before they go to school and which is mediated by their family and social group.What was noticed is that the writing is a significative object to the group observed and that, at the moment mentioned aboce the relation of the children with the writing becomes somewhat like the preparation to literacy which is given at school. In the second part, the ralation of the children with the writing is seen when it also starts being mediated by the school. A description of the school context to which the children then belong is given: the working conditions of teacheres and supervisors, their judgmentes and opinions of the children who attend the school and their working projects. Some moments which mark the entrance of the child in school and their working projects. Some moments which mark the entrance of the child in school and which may be considered passage rituals are analysed. The opportunities created by the school aiming the interaction of the children with the writing are also described. It was noticed that writing is hardly present at school, although the first steps to literacy are being taken. In the conclusion the theories on which the research and data analysis were based are presented. |The three theoretial axes are: the role of school in the capitalist society; characterization of school public; the process of literacy.