Saberes e fazeres docentes: contribuições para a construção da escrita na educação de jovens e adultos

• Ano de defesa: 2014
• Autor(a) principal: Alves, Dayse Auricéa da Silva
• Orientador(a): Rodrigues, Linduarte Pereira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Formação de Professores - PPGPFP
• Departamento: Centro de Educação - CEDUC
• País: Brasil
• Palavras-chave em Português: Educação de Jovens e Adultos - EJA. Diversidade. Construção da escrita. Alfabetização. Letramento.
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2649

This study presents the findings on the teaching of writing to do construction in a class of the first cycle of EJA Municipal Henrique Barbosa Guilhermino School, located in the Joe Ferreira Catolé neighborhood of Campina Grande in Paraiba. This is a qualitative research with ethnographic, supported by Freire's pedagogy and linguistic references applied. Its objectives include understanding and analysis of the methodologies used in literacy and literacy for youth and adults, through reflections on the teaching practice, as well as the development and implementation of a didactic sequence that satisfactorily meets the learning of writing this type of education ; designed to promote discussions leading to qualification training of educators in the context of adult education. The methodological procedures used involved participant observation, with written records in the Field Journal and audio recordings and video, as well as informal conversations, Class Daily analysis and reporting experience from implementation of a didactic sequence. The theoretical foundation that occurred in liberating bases of popular education, sought interdisciplinary contributions, establishing a dialogue between scholars from various fields of knowledge, like Bronckart (2006, 2007, 2009), Freire (2005, 2006, 2011a, 2011b) Kleiman (1995, 2005), Schneuwly and Dolz (2011), to form a favorable outlook for the construction of writing in adult education. It was, in interpretations of the initial data, implicadores of literacy and literacy practices involving the appropriation of Alphabetic Writing System, the normativity, textuality, the discursive and textual production itself, which converge to the actual construction of writing, verifying respect for the diversity present in adult education. The analysis allowed the perception that the written production is not presented as the main goal for the first cycle of adult education. The teaching activity, when it is directed to writing construction, is limited to practices aimed at appropriation of Alphabetical Writing System and normativity; Detaching up often from writing social uses. There is a difference between literacy and literacy, proving the need for studies that, going beyond the scientific explanations, require practical, feasible actions in a particular context and thus contributing to the true construction of the writing for young people and adults, which historically suffer exclusion in the educational process. From these findings came a didactic sequence that was built and run this class as the final product, which enabled the alliance between literacy and literacy in an experiment in the first cycle of adult education.