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

• Ano de defesa: 2011
• Autor(a) principal: Miriam Kelly de Souza Venancio Gregorio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: aprendizagem da escrita; alfabetização; vulnerabilidade social; expectativa do professor; Sociologia educacional; Educação; Letramento; Escrita Estudo e ensino (Ensino fundamental); Alfabetização; Crianças socialmente desajustadas Educação; Crianças Condições sociais
• Link de acesso: http://hdl.handle.net/1843/BUOS-8MHHRY

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