Banca de DEFESA: MARLEIDE BARROS LOPES DE ARAÚJO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARLEIDE BARROS LOPES DE ARAÚJO
DATA : 25/04/2024
HORA: 10:00
LOCAL: Sala do Profletras/CAA
TÍTULO:

CULTURAL LITERACY AT SCHOOL: strategies, social actors and dialogic learning

PALAVRAS-CHAVES:

Language(gem), cultural literacy, teaching-learning and Basic Education.

PÁGINAS: 202
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Letras
SUBÁREA: Língua Portuguesa
RESUMO:

In sociocommunicative relations, knowing how to use discursive/textual genres properly infers power. In this sense, it is up to the school, the main literacy agency, to work on language as a social practice, focusing on the actions that constitute the discursive game in society. However, surveys such as IDEB, SAEBE, PISA have called attention to serious difficulties for schools to fulfill this task. Aiming to critically reflect on this reality, this study aims to analyze the intervention process experienced in Portuguese Language classes, focused on literacy practices, centered on cultural literacy. Specifically, it aims to: 1) Identify the learning needs of 8th grade students, regarding the social practices of reading and writing, especially those related to cultural literacy; 2) Intervene in the teaching-learning process of reading and writing, mediated by literacy workshops; 3) Reflect on the results of the intervention experienced in the research process. Theoretically, this study is based on the ideas of Antunes (2005, 2007, 2009), Marcuschi (2006, 2008), Bazerman (2006, 2020), Rojo (2000), Cabral (2018), Bakhthin (2019), Street (2014) among other scholars of language(gem). Methodologically, it adopts the assumptions of action research, qualitative in nature, following the guidelines of scholars such as Thiollent (1986), Denzin; Lincon (2006), Bogdan; Biklen (1994) and Severino (2007). The research locus is an 8th grade class in a public school. The preliminary results of this study have favored fruitful reflections concerning the teaching-learning of textual genres as guides to cultural literacy in school. It is hoped that, by the end of this research, beyond the achievement of its objectives, it may expand the understanding related to the social dimension of cultural literacy in Basic Education and its urgency in the classroom context, contributing to the support of other research and, also, provoking other academic and professional inquietudes. With the results achieved, we present a Didactic Prototype prepared with literacy workshops, aimed at the teaching-learning of reading and writing, focused on cultural literacy.

MEMBROS DA BANCA:
Presidente - 011.150.314-06 - JOÃO BATISTA DA COSTA JÚNIOR - UFRN
Interna - 2421 - FRANCISCA MARIA DE SOUZA RAMOS LOPES
Externo à Instituição - SAMUEL OLIVEIRA DE AZEVEDO - UFERSA