Banca de DEFESA: MIRUCHA MIKELLE NUNES DE LIMA BRANDÃO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MIRUCHA MIKELLE NUNES DE LIMA BRANDÃO
DATE: 26/02/2026
TIME: 16:00
LOCAL: Auditório 01 do PPGEd - NEPSA II
TITLE:

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KEY WORDS:

Literacy. Pedagogical Practices. Rural School.Narratives of Professional Practice.

PAGES: 119
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The dissertation analyzes the author’s own pedagogical practice of literacy teaching developed by a teacher in a public rural school located in the countryside of a municipality in the interior of Rio Grande do Norte, Brazil. The study arises from the need to understand and systematize the constitutive elements of this practice, considering the challenges of early teaching experiences and the specificities of the rural context. The objective is to analyze which dimensions of pedagogical practice contributed to the learning of both the children and the teacher in the literacy process within a rural school. The research adopts a qualitative approach grounded in the historical-cultural perspective, drawing on the contributions of Vygotsky and Bakhtin to the understanding of human processes, language, and the constitution of subjects through social relations. Research on one’s own practice is assumed as a methodological strategy, positioning the teacher as the researcher of her experience. Data construction occurs through the reconstruction of lived experiences, using pedagogical records such as photographs, children’s productions, planning materials, and written narratives. These narratives are treated as analytical tools, enabling the interpretation of meanings attributed to pedagogical actions and formative processes. The results indicate that the pedagogical practice was shaped by a continuous movement of action, reflection, and reorganization of teaching strategies. Central elements include the organization of time and classroom space, intentional planning, attentive listening to children, appreciation of their knowledge, and the articulation between literacy and social practices of reading and writing. Significant advances in children’s learning are observed, even within a context marked by structural limitations and social vulnerability. Simultaneously, the teacher experienced a formative process characterized by the re-signification of pedagogical conceptions and practices. It is concluded that literacy in rural schools requires contextualized pedagogical practices that are sensitive to children’s living conditions. The systematization of this experience demonstrates that teacher knowledge is constructed through the articulation of theory, practice, and critical reflection on one’s own pedagogical work, contributing to discussions on literacy and teacher education in rural contexts.

COMMITTEE MEMBERS:
Externa à Instituição - ADRIANA FRANCISCA DE MEDEIROS - UFAM
Presidente - 6347805 - DENISE MARIA DE CARVALHO LOPES
Interna - ***.150.444-** - ELAINE LUCIANA SOBRAL DANTAS - UFRN
Externa à Instituição - KATIA PATRICIO BENEVIDES CAMPOS - UFCG
Interna - 2453560 - MARIA CRISTINA LEANDRO DE PAIVA