A influência das expectativas de uma professora em relação à aprendizagem da escrita de alunos que vivem em situação de vulnerabilidade social

Detalhes bibliográficos
Ano de defesa: 2011
Autor(a) principal: Miriam Kelly de Souza Venancio Gregorio
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Minas Gerais
UFMG
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/1843/BUOS-8MHHRY
Resumo: This dissertation aimed to analyze how the expectation of a teacher might interfere with the learning process of writing of students who live in a situation of social vulnerability. In order to do so, it was conducted a research that used the studies of four children telling cases (Kevin, Carlos, Beatriz, and Denise), with an ethnographic perspective, in a first year Elementary classroom of a municipal school in Belo Horizonte, Minas Gerais, Brazil. The data collection was performed during the year of 2010 and it had as tools: video recordings, field notes, interviews, participant observation and artifacts collection. The theoretical and methodological principles adopted are based on a Historical and Cultural approach based on Lev S. Vygotskys theory of human development (VYGOTSKY, 1934/1993; 1979; 1989; GOMES, 2004; GOMES AND MONTEIRO, 2005) and on the assumptions of Interactional Ethnography (GEERTZ,1978; CASTANHEIRA, 2004; GOMES, 2004; GREEN, DIXON AND ZAHARLICK, 2001) that are complemented by the theoretical and methodological principles of Cognitive Anthropology, Interactional Sociolinguistics and Critical Discourse Analysis. In addition, this work was also based on studies about literacy (SOARES, 2003; SOARES AND BATISTA, 2005; ROJO, 2009) and Bakhtins enunciative language theory. The experienced interactions and mediations allowed the conclusion that the teacher's expectations in relation to those students that came from a situation of social vulnerability were built based on information provided by teachers who thought in previous years, on the "reputation" of the school where the child concluded Preschool, on the learning pace presented by the students, on the involvement and interaction occurred in the classroom and on the familys support. It was also observed that the processes of construction of the teachers expectations are not static, they change to the extent in which the students respond or not to the learning expectations established by her since the beginning of the school year