"Eu 'se' esforço, mas não consigo": sentidos do processo de alfabetização para crianças não alfabetizadas
The present dissertation aims to analyze the meanings attributed by illiterate children, after attending the first three years of elementary school, to the literacy process. Therefore, it discusses issues related to literacy, children as subjects and the learning process, and is guided by the fol...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/49255 |
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| Resumo: | The present dissertation aims to analyze the meanings attributed by illiterate children, after
attending the first three years of elementary school, to the literacy process. Therefore, it
discusses issues related to literacy, children as subjects and the learning process, and is
guided by the following premises: a) literacy consists of the initial learning process of written
language, which involves understanding the Alphabetic Writing System and the mastery of
practices of reading and writing/producing written texts (SOARES, 2011; SMOLKA, 2012;
2017; LOPES, 2012; LOPES; VIEIRA, 2011; CARVALHO, 1990; 1999); b) children are
capable subjects, producers of culture, competent, capable of participating and of building
senses and meanings about the world and about themselves (KRAMER, 2006; SARMENTO,
2007); c) learning consists of a social-individual process of appropriation of cultural objects,
pedagogically and symbolically mediated – by others and by language (VIGOTSKI, 1991;
2001). As a theoretical-methodological contribution, the research assumes principles of a
qualitative approach, propositions by L. S. Vigotski for research on human processes and by
M. Bakhtin for research in Human and Social Sciences. In the investigation, it privileges the
meanings that the subjects involved attribute to the objects of study which, in turn, are
considered as processes that have a history, are in motion, are related to contexts, and their
study involves, more than description, interpretation ( VIGOTSKI, 1997; 2008); considers that
research involves interaction, dialogism, responsibility, responsiveness and movements of
approximation and distancing on the part of the researcher (BAKHTIN, 1995; 2011);
considers that meanings are elaborations as part of the meaning process (internalizationappropriation) and involve all aspects of each subject's psychic life and are linked to the
contexts of social interaction (VIGOTSKI, 2008). Based on Kramer's (2002) propositions, the
investigation is guided by guidelines on ethics in research with children, respecting their
condition as concrete subjects with rights, and has as a methodological procedure the
carrying out of semi-structured interviews that, due to the limits of the 2020-2021 pandemic
context, were developed remotely by conventional phone call and video call via WhatsApp.
Five illiterate children participated in the study, aged between 9 and 12 years, enrolled in 4th
and 5th grade classes in public schools in Natal, RN. The analysis of the constructed data
allowed us to understand, in the speeches made by the children from their own school
careers and their experiences in the sociocultural environment, that they attribute different
meanings to their literacy process, making it possible to identify that: i) Learning to read and
writing requires personal effort; ii) Literacy is a process that requires mediation; iii) Literacy
takes place through the uses of objects of literate culture; iv) The way in which the teaching
of reading and writing takes place implies in (non)learning; v) Non-literacy raises negative
meanings about oneself. These meanings point out the effects of non-learning on children,
who see themselves as co-responsible for their non-advancements, as well as develop nonpositive views-feelings about themselves. At the same time, they reaffirm the fundamental
role of pedagogical mediation - intentional and systematic - in the literacy process, which
highlights the processes of initial and continuing education of teachers who work in the early
years of Elementary School, as well as the school and educational contexts and their working
practices/conditions that involve managers, teachers and child-learners as people-subjects
in-the-processes and learning outcomes. |
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