Banca de QUALIFICAÇÃO: SANILDE MARIA E SILVA MACEDO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : SANILDE MARIA E SILVA MACEDO
DATE: 24/03/2023
TIME: 14:30
LOCAL: Remoto
TITLE:

LITERACY PROJECT AND READING DIARIES AT THE SERVICE OF DECONSTRUCTING THE GAP BETWEEN FAMILY AND SCHOOL

KEY WORDS:

Literacy Projects; Family and school; Reading diaries.

 

PAGES: 95
BIG AREA: Linguística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

In our teaching history, two situations cause us concern. The first concerns the lack of participation of parents/guardians in events promoted by the school and, consequently, in the monitoring and collaboration in the implementation of school activities by the children. This lack of family support for the children's academic demands has sometimes caused difficulties in overcoming common obstacles in the teaching-learning process of reading and writing during the first phase of elementary school. As an example of this, we can mention the lack of family reference regarding the daily development of these practices in the domestic environment, the lack of monitoring in the execution of complementary tasks at home, the failure to maintain the habit of studying beyond school hours, among other issues. In other words, the lack of prioritization by parents and guardians, with regard to the children's school schedules, causes, at best, compromises in reading and writing learning, favoring the occurrence of low performance in activities that require these skills. practices. These concerns challenged us to seek strategic mechanisms that could attenuate the effects of the issue in question by proposing intervention. In view of this, in this work, based on the development of the aforementioned project, we aim to investigate the impulses caused by the actions of the aforementioned methodological device with a view to softening the distance between family and school and, based on the sum of efforts of these literacy agencies, to achieve improvements in students' school performance, more precisely in reading and writing practices. In this sense, we will concentrate efforts so that students, with their family or guardians as a supporting role, can play a leading role and give a new meaning to writing based on the production of Reading Diaries based on the handling of the various proposed genres. This is an action-research investigation (THIOLLENT, 2011; GIL, 2002; GARCIA, 2009), since it starts from the need to intervene in the face of teaching-learning problems related to difficulties, not only in reading, but also in written by the students. The research also has a qualitative approach (BOGDAN; BIKLEN, 1994), since its main perspective does not lie in measuring recurrences, but in the construction of meanings about the investigated reality, considering what its participants do and say about the actions that develop. The participants of this study are the 5th grade students of the Bezerra de Meneses municipal school, in the municipal network of Teresina/PI, whose location is located in an area of extreme social vulnerability in the face of the sale of drugs, triggering, consequently, occurrences of thefts, robberies and homicides. In theoretical terms, the contributions used rest on the conception of Literacy as a social practice (KLEIMAN, 1995; KLEIMAN, 2000; SOARES, 1998, 2016, 2020, 2021; ROJO, 2009), as well as on the contributions established by Oliveira, Tinoco; Santos (2014) with regard to Literacy Projects. With regard to studies on family and school, we make use of the postulates of Szymanzki, (2003), Fraiman, (2019), and Patto (2002). The use of the Reading Diary genre is anchored in the studies of Machado (1998), Gunther and Pinheiro (2008), and Remédios (2017). The results of the application of the Literacy Project point to the understanding of a reading that goes beyond the decoding of linguistic signs and stimulated a more expressive look at social issues, in addition to effecting the participation of students, with autonomy, in reading activities and production of texts as a possibility of solving problem situations involving their social groups.

COMMITTEE MEMBERS:
Presidente - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Externa ao Programa - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa à Instituição - MARIA APARECIDA COSTA - SEEC