Formação de professores de assentamentos rurais do Rio Grande do Norte: representações, memórias e práticas de letramento

• Ano de defesa: 2006
• Autor(a) principal: Alves, Antonia de Lima
• Orientador(a): Oliveira, Maria do Socorro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Rio Grande do Norte
• Programa de Pós-Graduação: Programa de Pós-Graduação em Estudos da Linguagem
• Departamento: Linguística Aplicada; Literatura Comparada
• País: BR
• Palavras-chave em Português: Representações; Letramento; Escolarização; Formação do professor; Assentamentos rurais; Etnografia crítica
• Palavras-chave em Inglês: Representations; Literacy; Schooling; Teacher formation; Rural plots; Critical Ethnography
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/16267

This work has as study object the representations that teachers have about literacy, and schooling, as well as their memories and their reading and writing practices in the formation process of teachers in rural areas of the State of Rio Grande do Norte. We focused our discussion in literacy practices constructed on language workshops, assumed as necessary for the teacher formation, the existence of a pedagogical context that allows developing the appropriate teaching action. These workshops aimed at creating a space of constant reflection and action. The corpus is composed of letters written by teachers in formation workshops and interviews emphasizing questions of literacy, schooling, memories and reading and writing practices. These teachers make use of literacy practices related to the plots which they belong to. This research is informed mainly by studies that discuss the Literacy (Street, 1984, 1995; Barton, 1998; Freire, 1978, 1980, 1990, 1996), focusing its political character and of inclusion to the literate world, the Social Representations (Moscovici, 1978) and the studies on genre as a discoursive practice (Fairclough, 2001). Methodologically, this research is of critical ethnographic nature (Cameron, 1992). The letters are disclosed as identity practices - pictures of life histories of the teachers. The analyses of the interviews, in turn, show the literacy multifaceted character, evidencing innumerable views on the phenomenon