Concepção de alfabetização em documentos que se referem às salas de apoio à aprendizagem de Língua Portuguesa (SEED-PR)

• Ano de defesa: 2018
• Autor(a) principal: Onieski, Simone Bueno
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Ponta Grossa; Brasil; Departamento de Letras; UEPG; Programa de Pós - Graduação em Estudos de Linguagem
• Palavras-chave em Português: Concepção de alfabetização; Sistema de escrita alfabética; Sala de Apoio à Aprendizagem de Língua Portuguesa; Dificuldades de aprendizagem; Conception of literacy; Alphabetical writing system; Portuguese Language Learning Support Room; Learning difficulties; CNPQ::LINGUISTICA, LETRAS E ARTES

This dissertation aims to analyze the documents that support the work in the Learning Support Room (SUED / SEED / PR Program), trying to observe which conception of literacy is present in these texts. The documents analyzed are as follows: a) Resolution nº 1690/2011 GS/SEED; b) Instruction nº 05/2017 SUED/SEED; c) Referral card. We also check the direction of overcoming learning difficulties in the native language and have surveyed Learning Support Room legislation (2004 to 2017), noting in what sense the changes in these documents mean advances or regression. As a theoretical reference to discuss the theme of literacy and, especially, the notion of alphabetic writing system we based on Cagliari (2008), Ferreiro (2011, 2012), Morais (2012) and Soares (2016). For discussion on literacy, on Kleiman (2007). The research methodology used was the bibliographical and documentary research within the qualitative perspective (LÜDKE; ANDRÉ, 2015). The data analyzed showed that the referral form points to alphabetic writing system based conception of literacy as a way to understand the nature of the lags in the literacy of Learning Support Room students. Among the guidelines for overcoming difficulties we identified reference to the length of stay in school (PARANÁ, 2011) and the assignment of overload of responsibilities to the professionals who work in the Learning Support Room (PARANÁ, 2017). The comparison between the Learning Support Room documents, which ran between 2004 and 2017, revealed a discontinuity of the provisions (in terms of the number of years attended, number of students, choice of schools), which we consider to weaken the work, which ends up not having a continuity.