A AFETIVIDADE NO PROCESSO DE ALFABETIZAÇÃO SOB A PERSPECTIVA DE PROFESSORES DO CAMPO
The present monographic work aims mainly to analyze the importance of Wallon’s perspective in the literacy of children in the category stage in Rural Education (RE) at the Joaquim Marques da Silva Municipal School in the municipality of São Rafael/RN. Understanding that this place of socialization a...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/57121 |
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| Resumo: | The present monographic work aims mainly to analyze the importance of Wallon’s perspective in the literacy of children in the category stage in Rural Education (RE) at the Joaquim Marques da Silva Municipal School in the municipality of São Rafael/RN. Understanding that this place of socialization and integration between subjects involved by the affection of passions, emotions and feelings, must be shared in the transcendence of relationships or literacy experiences. When using the narrative interview based on Jovchelovitch and Bauer (2002) with rural teachers, their experiences, experiences, affections and relationships with the work environment and its subjects are highlighted, especially in the literacy of children in the rural school, where their Its operation takes place in the morning shift and its characterization, while a rural school is permeated by individual or collective learning processes. In these multi-grade classes in Elementary School Early Years (ESEY), affective experiences occur, which, in the pedagogical situations provided from the perspective of teachers, make Rural Education notable in/of the place. However, this research in a satisfactory manner, in addition to the dialogue between theory/theorists in its foundation, makes contributions to the professional life of countless rural teachers, committed to developing, during the children's literacy process, affective interactions between subjects for a integration of functional sets that seek the development of the complete person. |
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