Práticas educativas de letramento na educação do campo: uma experiência de Alagamar

• Ano de defesa: 2014
• Autor(a) principal: Silva, Luiz Carlos Paulino da
• Orientador(a): Maciel, Diógenes André Vieira
• 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: 1. Educação do campo 2. Letramento 3. Práticas educativas
• Área do conhecimento CNPq: CIENCIAS SOCIAIS APLICADAS
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/2718

This work comes from a pedagogic experience based on the literacy on the countryside school, by the means of a research realized on the primary and High School in the State School Arnaldo Maroja, located at the settlement Grande Alagamar farm, which stays in the territory of the County Salgado de São Félix, Paraíba. From the didactic structure used and from the survey of the data resulting of educational practice, which aim are the reading and writing skills, it becomes possible to realize the very concept of Literacy, around the curricular and extracurricular content, beneath a particular context: the peasants social practices. From the assumption that Education is an instrument or practice that changes the subject and promotes his social-political conscience, and that the literacy happens both inside and outside of the School. The survey was conducted on the Portuguese classes with first-year students of the high school above-mentioned. We have used the methodology of participant observation and apply a questionnaire to students, with the subject`s Teacher and the School`s Headmistress. We did these activities to gather relevant information and data regarding the objectives of the didactic structure and research, also the theme`s literature review, according to the hypothesis` delimitation, the itinerary`s research. We tried to diagnose the Literary Literacy process and it´s socio-cultural application, from the critic interpretation of poetic texts which relates student`s and they´re community reality, besides the historical process of the social movement in 1970, which leads to the land`s ownership struggle. We resort to several theorists, as: Ângela Kleiman; Magda Soares e; Paulo Freire, among others, to the greater understanding the Literacy as a possible practice to glimpse change`s possibilities and innovation in the student body, seeking acknowledgement of values, as well, the peasant subject`s awareness, all from a practical outlook of a countryside education.