Assembleia de classe como evento de letramento: entrelaçando saberes e fazeres
The need for resignification in the Portuguese Language Teaching process has been leading teachers from basic education to seek new educational practices. An alternative comes from those that are developed in the literacy projects (KLEIMAN, 2000). In this sense, this intervention research aims to...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | por |
| Publicado em: |
Brasil
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26171 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | The need for resignification in the Portuguese Language Teaching process has been
leading teachers from basic education to seek new educational practices. An
alternative comes from those that are developed in the literacy projects (KLEIMAN,
2000). In this sense, this intervention research aims to study the class assemblies as
a literacy event. In order to investigate the effectiveness of assemblies for the
resignification related to students’ reading, writing and orality practices of a public
school in Rio Grande do Norte, we have postulated the following specific objectives:
(i) to identify the developed activities in the class assembly that support the
resignification of reading, writing and oral practices; (ii) to investigate how reading,
writing and oral activities are developed in a class assembly, focused on action and
social change. For this, we have based this research on the dialogical perspective of
language from the Circle of Bakhtin (BAKHTIN / VOLOCHÍNOV [1929] 2006); in the
literature studies (KLEIMAN, 1995, 2000, 2005, 2006; OLIVEIRA; TINOCO;
SANTOS, 2011; STREET, 1984; TINOCO, 2008), in the concepts of learning
community (AFONSO, 2001) and the class assembly, also viewed as a literacy
event. Concerning to the methodological point of view, we are anchored in the
qualitative-interpretative work of an ethnographic dimension connected to Applied
Linguistics (MOITA LOPES, 2006). Collaborating in this research, there were 7th
grade students, some teachers, the school staff, parents of the students and agents
from outside the school community. For the data analysis, we would like to highlight
how the class assembly is configured as a literacy event, constituting a space of
resignification for reading, writing and oral practices, where the social actions are
deliberate, and enable the students' empowerment, and the transformation of a state
of things from the collective action. |
|---|