Nombre: VALDIRENE MAGESKI CORDEIRO MAGRI
Fecha de publicación: 30/09/2020
Supervisor:
Nombre |
Rol |
|---|---|
| DULCINEA CAMPOS SILVA | Advisor * |
Junta de examinadores:
| Nombre |
Rol |
|---|---|
| CLÁUDIA MARIA MENDES GONTIJO | External Examiner * |
| DANIA MONTEIRO VIEIRA COSTA | Internal Examiner * |
| DULCINEA CAMPOS SILVA | Advisor * |
| FERNANDA ZANETTI BECALLI | External Examiner * |
Resumen: This dissertation arose from the need and interest to understand, in the perspective of the discursive praxis of teacher training and the training actions in the classroom, the articulation between curriculum and social practices of the subjects involved in the literacy process in a public school, located in the Municipality of Santa Maria de Jetibá- ES. This is a participatory qualitative research, using the concepts of Bakhtinian language and literacy as social praxis, a right of all citizens. Developed from two dialectical and dialogical action movements, within the scope of teacher training (theory) and in the classroom (practice) formative scope, it involved 07 (seven) third- year elementary school teachers, 81 (eighty-one) students and their families. The questionnaire answered by the teachers and the Reality Inventory developed with the students and their families were the instruments chosen for the apprehension of reality and the choice of themes to be considered in the elaboration of the didactic- methodological proposal of discursive praxis, which gave rise to the Educational Product. As results, yhe research shows the possibility of building curricula that meet the needs of all subjects (from the countryside, the city and other realities), since to teachers are provided space and time to bring up their concepts of the literacy universe, seeking collectively to overcome challenges and build new paths for the organization of their educational praxis. The results also point to the possibility of organizing this praxis based on the subjects' reality themes, taking them as mobilizing principles of knowledge, through which reading, text production and other literacy knowledge, in a discursive dimension, gain meaning and enable the formation of real citizens.
