Banca de DEFESA: MILTON CESAR APOLINARIO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : MILTON CESAR APOLINARIO
DATE: 30/07/2024
TIME: 14:30
LOCAL: via google meet
TITLE:

LITERACY PROJECTS IN THE EARLY YEARS OF ELEMENTARY SCHOOL: PORTUGUESE LANGUAGE AND MATHEMATICS IN AN INTERDISCIPLINARY PERSPECTIVE

KEY WORDS:

Literacy project; Multiliteracies; Sustainability; Interdisciplinarity; Citizenship. 

PAGES: 164
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

In Brazilian schools, in the early years of Elementary School (EF), the difficulties of teaching and learning to read and write to act socially in the different contexts in which language practices circulate are notorious. The students' lack of mastery of reading and writing practices may be due, among other factors, to the fragmentation of knowledge, although the discussion about the need to interconnect knowledge at school is old if we consider that overcoming the fragmentation of knowledge in the classroom class has been proposed since the publication of the National Curricular Parameters (PCN). The discussion about the process of teaching and learning reading and writing highlights the challenges regarding motivating and enabling students to construct knowledge, with reading and writing as social practices that instrument such activity. Based on this problem, we understand the need to rethink the pedagogical practices developed in classrooms. In this research, which falls within the field of Applied Linguistics (LA), considering the guidelines of the National Common Curricular Base – BNCC (Brazil, 2017) and the PCN (Brazil, 1997) regarding the teaching of Portuguese Language and Mathematics , our general objective is to investigate the role of literacy projects in the development of interdisciplinary pedagogical practices in the early years of Elementary School. Specifically, we seek to (i) analyze the role of literacy projects as a methodological alternative to enable interdisciplinarity in the early years of Elementary School; (ii) observe how mathematical literacy practices are developed from an interdisciplinary perspective, based on the interconnection of knowledge from the curricular components of Mathematics and Portuguese Language; (iii) identify how work with reading and writing is characterized as structuring axes of interdisciplinary practices in literacy projects. The research is anchored in sociocultural literacy studies, complexity theory, critical pedagogy and studies of the Bakhtin Circle. Methodologically, the study is configured as action research of a critical nature. The data were generated in the year 2023, at Escola Municipal Pedro Justino dos Santos, in the municipality of Ceará-Mirim (CM), Rio Grande do Norte (RN), in a 5th year class, Elementary School, and will be analyzed in a qualitative and interpretive approach. The analyzes indicate that working with literacy projects (PL) favors the interconnection of knowledge and the construction of knowledge in an interdisciplinary aspect, breaking with the segmentation of knowledge in the classroom. In developing the literacy project, although the focus of the activities falls on reading and writing practices, working on multiliteracies, with different discursive genres, using different technologies and digital media, provided students with the expansion of their mastery of literacy practices, forming readers and writers at school with a broader notion of sustainability and greater planetary awareness, in addition to expanding the multiple literacies of literacy students who are in the Systematization Cycle, particularly improving their reading and writing competence in the subjects of Portuguese Language and Mathematics , but also in different areas of the curriculum.

COMMITTEE MEMBERS:
Interna - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Interna - 332207 - MARIA DO SOCORRO OLIVEIRA
Externa à Instituição - PATRICIA CARLA DE MACEDO CHAGAS - IFRN