Práticas de alfabetização e letramento no contexto de ensino remoto

Detalhes bibliográficos
Ano de defesa: 2023
Autor(a) principal: Bertozi, Flávia Cristina De Carvalho Sousa lattes
Orientador(a): Torres, Maria Emília Almeida Da Cruz lattes
Banca de defesa: Ferrarezi Junior , Celso, Pereira, Sibélius Cefas
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Alfenas
Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
Departamento: Instituto de Ciências Humanas e Letras
País: Brasil
Palavras-chave em Português:
Alfabetização
Letramento
Ensino remoto
Área do conhecimento CNPq:
EDUCACAO::FUNDAMENTOS DA EDUCACAO
Link de acesso: https://repositorio.unifal-mg.edu.br/handle/123456789/2255
Resumo: Anchored by the conceptions of literacy that are aligned with the studies of researchers from the News Literacy Studies, this work thematizes the reading and writing practices developed in remote mode, by a literacy teacher from the municipal public network of a city in the interior of Minas Gerais and aims to observe whether these practices approach or distance themselves from the literacy models as prescribed by seminal researchers such as Street (1984, 2003a, 2003b, 2014), Barton (1994), Gee (1998, 2005), Freire (1974, 1983, 2004), Tôrres (2003, 2009, 2010), Ferrarezi Jr. (2014, 2022, 2023) and Soares (1998, 2011, 2015, 2018). The research is a case study, of a qualitative-interpretative nature and proposes to analyze the classes given by the teacher, from May to July 2021. As research instruments, a semi-structured interview with the teacher, a report autobiographical, in which it is intended to know their beliefs and values about the conception of reading and writing and carried out an analysis of the materials used by the educator. This set of data allowed us to understand that the literacy practices developed by the teacher oscillate between the literacy models being in remote classes, however, in most of the practices analyzed, the autonomous model is privileged.
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spelling Bertozi, Flávia Cristina De Carvalho Sousahttp://lattes.cnpq.br/9989867717454257Ferrarezi Junior , CelsoPereira, Sibélius CefasTorres, Maria Emília Almeida Da Cruzhttp://lattes.cnpq.br/80741255438108392023-06-01T14:11:20Z2023-04-24BERTOZI, Flávia Cristina de Carvalho Sousa. Práticas de alfabetização e letramento no contexto de ensino remoto. 2023. 141 f. Dissertação (Mestrado em Educação) - Universidade Federal de Alfenas, Alfenas, MG, 2023..https://repositorio.unifal-mg.edu.br/handle/123456789/2255Anchored by the conceptions of literacy that are aligned with the studies of researchers from the News Literacy Studies, this work thematizes the reading and writing practices developed in remote mode, by a literacy teacher from the municipal public network of a city in the interior of Minas Gerais and aims to observe whether these practices approach or distance themselves from the literacy models as prescribed by seminal researchers such as Street (1984, 2003a, 2003b, 2014), Barton (1994), Gee (1998, 2005), Freire (1974, 1983, 2004), Tôrres (2003, 2009, 2010), Ferrarezi Jr. (2014, 2022, 2023) and Soares (1998, 2011, 2015, 2018). The research is a case study, of a qualitative-interpretative nature and proposes to analyze the classes given by the teacher, from May to July 2021. As research instruments, a semi-structured interview with the teacher, a report autobiographical, in which it is intended to know their beliefs and values about the conception of reading and writing and carried out an analysis of the materials used by the educator. This set of data allowed us to understand that the literacy practices developed by the teacher oscillate between the literacy models being in remote classes, however, in most of the practices analyzed, the autonomous model is privileged.Ancorado pelas concepções de letramento que se alinham aos estudos de pesquisadores dos Novos Estudos do Letramento, este trabalho tematiza as práticas de leitura e escrita desenvolvidas em modalidade remota, por uma alfabetizadora da rede pública municipal de uma cidade do interior de Minas Gerais e objetiva observar se essas práticas se aproximam ou se distanciam dos modelos de letramento como preceituados por pesquisadores seminais como Street (1984, 2003a, 2003b, 2014), Barton (1994), Gee (1998, 2005), Freire (1974, 1983, 2004), Tôrres (2003, 2009, 2010), Ferrarezi Jr. (2014, 2022, 2023) e Soares (1998, 2011, 2015, 2018). A pesquisa é um estudo de caso, de natureza qualitativa-interpretativista e se propõe a analisar as aulas dadas pela professora, no período de maio a julho de 2021. Foram usados, como instrumentos de pesquisa, uma entrevista semiestruturada com a professora, um relato autobiográfico, em que se intenciona conhecer suas crenças e valores sobre a concepção de leitura e escrita e realizada uma análise dos materiais utilizados pela educadora. Esse conjunto de dados possibilitou-nos entender que as práticas de letramento desenvolvidas pela professora oscilam entre os modelos de letramento estando em aulas remotas, porém, na maioria das práticas analisadas, se privilegia o modelo autônomo.application/pdfporUniversidade Federal de AlfenasPrograma de Pós-Graduação em EducaçãoUNIFAL-MGBrasilInstituto de Ciências Humanas e Letrasinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/AlfabetizaçãoLetramentoEnsino remotoEDUCACAO::FUNDAMENTOS DA EDUCACAOPráticas de alfabetização e letramento no contexto de ensino remotoinfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersion-1922309773983257291600600-4642173182807654213reponame:Repositório Institucional da Universidade Federal de Alfenas - RiUnifalinstname:Universidade Federal de Alfenas (UNIFAL)instacron:UNIFALBertozi, Flávia Cristina De Carvalho SousaLICENSElicense.txtlicense.txttext/plain; charset=utf-81987https://repositorio.unifal-mg.edu.br/bitstreams/1870f012-a2ed-42fd-88ba-1687e54174f8/download31555718c4fc75849dd08f27935d4f6bMD51CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.pt-BR.fl_str_mv Práticas de alfabetização e letramento no contexto de ensino remoto
title Práticas de alfabetização e letramento no contexto de ensino remoto
spellingShingle Práticas de alfabetização e letramento no contexto de ensino remoto
Bertozi, Flávia Cristina De Carvalho Sousa
Alfabetização
Letramento
Ensino remoto
EDUCACAO::FUNDAMENTOS DA EDUCACAO
title_short Práticas de alfabetização e letramento no contexto de ensino remoto
title_full Práticas de alfabetização e letramento no contexto de ensino remoto
title_fullStr Práticas de alfabetização e letramento no contexto de ensino remoto
title_full_unstemmed Práticas de alfabetização e letramento no contexto de ensino remoto
title_sort Práticas de alfabetização e letramento no contexto de ensino remoto
author Bertozi, Flávia Cristina De Carvalho Sousa
author_facet Bertozi, Flávia Cristina De Carvalho Sousa
author_role author
dc.contributor.author.fl_str_mv Bertozi, Flávia Cristina De Carvalho Sousa
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/9989867717454257
dc.contributor.referee1.fl_str_mv Ferrarezi Junior , Celso
dc.contributor.referee2.fl_str_mv Pereira, Sibélius Cefas
dc.contributor.advisor1.fl_str_mv Torres, Maria Emília Almeida Da Cruz
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/8074125543810839
contributor_str_mv Ferrarezi Junior , Celso
Pereira, Sibélius Cefas
Torres, Maria Emília Almeida Da Cruz
dc.subject.por.fl_str_mv Alfabetização
Letramento
Ensino remoto
topic Alfabetização
Letramento
Ensino remoto
EDUCACAO::FUNDAMENTOS DA EDUCACAO
dc.subject.cnpq.fl_str_mv EDUCACAO::FUNDAMENTOS DA EDUCACAO
description Anchored by the conceptions of literacy that are aligned with the studies of researchers from the News Literacy Studies, this work thematizes the reading and writing practices developed in remote mode, by a literacy teacher from the municipal public network of a city in the interior of Minas Gerais and aims to observe whether these practices approach or distance themselves from the literacy models as prescribed by seminal researchers such as Street (1984, 2003a, 2003b, 2014), Barton (1994), Gee (1998, 2005), Freire (1974, 1983, 2004), Tôrres (2003, 2009, 2010), Ferrarezi Jr. (2014, 2022, 2023) and Soares (1998, 2011, 2015, 2018). The research is a case study, of a qualitative-interpretative nature and proposes to analyze the classes given by the teacher, from May to July 2021. As research instruments, a semi-structured interview with the teacher, a report autobiographical, in which it is intended to know their beliefs and values about the conception of reading and writing and carried out an analysis of the materials used by the educator. This set of data allowed us to understand that the literacy practices developed by the teacher oscillate between the literacy models being in remote classes, however, in most of the practices analyzed, the autonomous model is privileged.
publishDate 2023
dc.date.accessioned.fl_str_mv 2023-06-01T14:11:20Z
dc.date.issued.fl_str_mv 2023-04-24
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dc.identifier.citation.fl_str_mv BERTOZI, Flávia Cristina de Carvalho Sousa. Práticas de alfabetização e letramento no contexto de ensino remoto. 2023. 141 f. Dissertação (Mestrado em Educação) - Universidade Federal de Alfenas, Alfenas, MG, 2023..
dc.identifier.uri.fl_str_mv https://repositorio.unifal-mg.edu.br/handle/123456789/2255
identifier_str_mv BERTOZI, Flávia Cristina de Carvalho Sousa. Práticas de alfabetização e letramento no contexto de ensino remoto. 2023. 141 f. Dissertação (Mestrado em Educação) - Universidade Federal de Alfenas, Alfenas, MG, 2023..
url https://repositorio.unifal-mg.edu.br/handle/123456789/2255
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publisher.none.fl_str_mv Universidade Federal de Alfenas
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