Escrita e letramento com alunos Avá-Guarani: aulas de reforço

• Ano de defesa: 2007
• Autor(a) principal: Teis, Mirtes Aparecida
• Orientador(a): Pereira, Maria Ceres
• Banca de defesa: Borstel, Clarice Nadir Von
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Parana
• Programa de Pós-Graduação: Programa de Pós-Graduação "Stricto Sensu" em Letras
• Departamento: Linguagem e Sociedade
• País: BR
• Palavras-chave em Português: Bilingüismo; Letramento; Indígenas
• Palavras-chave em Inglês: Indians; bilingualism; literacy
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede.unioeste.br:8080/tede/handle/tede/2394

This work intended to verify how the teaching of writing in Portuguese occurs through literacy events in support classes with a group of Avá-Guarani Indian students. This way, the present research will present the experience of the teacher-researcher at support classes with a group of second grade students at elementary level. The data triangulation demonstrated that: the writing abilities in Portuguese, in literacy events, are developed from the oralization of the Indian students in the Portuguese language and from their conceptions of Portuguese writing; the presence of the Indians in Santa Rosa do Ocoí and the consequent contact with the involving society conduct the selection of the contents taught in the classroom; there are expectations, among non-Indian teachers that work at Avá-Guarani school, that the Indian children s learning must be similar to the non-Indian students learning. However, the differences of the Indian children s way of learning cause the (re)production of negative representations about their learning and capacity, which reveals the urgency of a teacher education program that enables the teachers to deal with sociolinguistically complex contexts, contradicting the myth of monolingualism in Brazil. The adoption of a sensitive practice for working in complex contexts, mainly those in which the teacher does not share the culture of his students, such as the case of Indian contexts, can minimize culture conflicts.