As práticas sociais de leitura e escrita na alfabetização: perspectivas na escola multisseriada do campo

• Ano de defesa: 2023
• Autor(a) principal: Bastianello, Beatriz Filipini
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino na Educação Básica; Centro Universitário Norte do Espírito Santo; UFES; Programa de Pós-Graduação em Ensino na Educação Básica
• Palavras-chave em Português: Letramento; Educação do Campo; Escola multisseriada; Alfabetização; subject.br-rjbn; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/17184

The present study investigates how literacy processes occur in a multigrade classroom in the countryside of São Mateus - North of Espírito Santo, taking into account the pandemic moment in which children did not attend school in person. The researched classroom receive students from 1st to 3rd year of Elementary School. We base the discussion related to the rural education specificities and multigrade schools in Arroyo, Caldart and Molina (2004), Hage (2014), Santos and Brito (2017), in addition to understandings of this educational modality. The work seeks to characterize the space entered, aiming to understand some cultural, social and economic issues that, in some way, interfere in the way the protagonists of the research conjecture writing. Through the enunciative-discursive look of Bakhtin (2012) and historical-cultural view of Vygotsky (2007, 2016), this investigation seeks to look at individuals as subjects who modify the space they occupy through their relationships, making it possible to understand the deadlocks, advances, difficulties that will permeate the studied class until the end of the 2022 school year. Applying authors who discuss Brazilian literacy, and Literacy, Kramer (2010), Soares (2017, 2018), Kleiman (1995, 2005), Rojo and Moura (2012), Mortatti (2006), Street (2014) and others, this research wants to understand how literacy is effective in the multigrade class attended, seeking to observe which methods are used, the materials didactic, the assistance provided by the municipal power public, in addition to understanding the difficulties faced. Through participatory research, using participant observation with a field diary, semi-structured interviews with space protagonists entered and school's documentary analysis that the city hall makes available, it was possible to perceive many traditional school practices that permeate the space, such as activities made available on sheets that seek to make knowledge of the written code effective, with little circulation of texts in the classroom. Data analysis indicates that with the complementary material made available by the State Government, in addition to the implementation of the Class Reading Corner, new possibilities were emerging. At the end of the year, most children in the 2nd and 3rd years were referred to the following year having acquired the ability to decode writing, but still with gaps in reading comprehension and writing practice in the standard language norms.