Banca de DEFESA: ANA MAURA TAVARES DOS ANJOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ANA MAURA TAVARES DOS ANJOS
DATE: 22/02/2021
TIME: 14:30
LOCAL: http://meet.google.com/bpq-sgkh-gnv
TITLE:

Children’s narratives about their relationships with writing

KEY WORDS:

Autobiographical narratives by children. Learning to write. Literacy. Equity in Education.

PAGES: 264
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This thesis, located in the Education field, brings the results of research whose objective was to investigate the relationship between children and writing while learning to write, at a public school in the municipality of Sobral. It was assumed that when narrating, orally or in writing, their experiences with writing, children would reveal how they understand their relation to the literacy process, bringing eventual contributions for theoretical-methodological and policy proposals at the school. In that sense, the research sought to elucidate the following questions: Which formative experiences are narrated by children in the context of learning to write at a public school whose learning achievements point to a high level of literacy proficiency? Which elements are identified by children as important in learning how to write? What does a school with high literacy proficiency promote for equity in learning to write during the literacy process? The investigation was based on the epistemological and theoretical principles of the (Auto)Biographical Research in Education, according to Passeggi (2014; 2016; 2020); it was inspired by the studies by Paulo Freire (1996; 2015) about literacy as an emancipation process; it considered writing as a modality of language, according to Ferreiro and Teberosky (1999); Ferreiro (2015); Morais (2012); Luria (2013); Soares (2015; 2016); and evaluated as paramount to school management the promotion of equity in education, as proposed by Ribeiro (2012; 2013). Twenty elementary school children participated in the research, from five 2nd grade classes at Emílio Sendim School, in Sobral-CE, a municipality whose educational experience is a reference national, among other aspects, due to their high evaluation index in IDEB, in the early years, from 4.9 in 2007 to 8.4 in 2019. The corpus consists of narratives, oral and written, created by the 20 children who participated in ludic reflexive conversation circles, throughout eight months; a narrative interview with the school’s pedagogical coordinator; the researcher’s field diary; in addition to documental sources. Empiric data were triangulated in analyses. Results point in the following direction: a) children’s relationships with writing are established under the protection of a school focused on learning to write with attention to social interaction; b) children’s narratives signal their involvement with reading practices in different genres; text production; handwriting practice; copying; ludic and interactive games, as well as activities related to external evaluation; c) we highlight as procedures: kinesthesia and the use of tools related to know-how and motor praxes. As for pedagogical and management practices, analyses reveal that the school moves, throughout the year, in the perspective of equity in learning through: a) educational actions that guarantee children’s attendance; b) collective and individual attention, with tutoring at school for children with learning difficulties; c) development of interdisciplinary pedagogical projects, aiming at effective learning; d) permanent articulation between school and family; e) monitoring children’s learning through external evaluation. We conclude that writing as an action of language establishes intrinsic relations with children’s attention and creativity, related to the development of social and emotional skills such as persistence, self-esteem, self-confidence, and interaction with others, with school support. Mastery of the alphabetical code and pragmatic conscience connect the aspects of writing to contextual aspects where writing is practiced.

BANKING MEMBERS:
Interna - 3144003 - GESSICA FABIELY FONSECA
Externo à Instituição - LUCIANE GERMANO GOLDBERG - UFC
Presidente - 7346845 - MARIA DA CONCEICAO FERRER BOTELHO SGADARI PASSEGGI
Interna - 107.909.261-72 - MARLY AMARILHA - UFRN
Externa à Instituição - POLLYANNE BICALHO RIBEIRO - UFC
Interna - 2507717 - TATYANA MABEL NOBRE BARBOSA
Externa à Instituição - VANDA MENDES RIBEIRO - UCSP