Tertúlia literária dialógica e alfabetização freiriana: encontros possíveis

• Autor(a) principal: Fernandes, Susanna Vigário Pôrto Assis
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/10155
• topic: Tertúlia literária dialógica; Alfabetização; Paulo Freire; Aprendizagem dialógica; Dialogic gatherings; Literacy; Dialogic learning; CIENCIAS HUMANAS::EDUCACAO

This research presented a case study in a 4th grade class of the Elementary School in the city of Goiânia, in Goiás, and analyzes the possibilities of a Freirean literacy from the development of the Dialogic Gatherings. It is an educational activity in which the participating people talk about a universal classical book, sharing their interpretations and impressions, promoting a collective construction of meaning. The study was guided by the following theoretical framework Flecha (1997), Aubert et al. (2016) Paulo Freire (1978a, 1978b, 1983, 1989, 1995, 2003, 2006a, 2006b, 2007, 2011, 2016), Habermas (1987a, 1987b), Machado (2009), Calvino (2007), among others, and by critical-communicative methodology, as it is consistent with the adopted framework. The instruments of the data were the proposed methodological method (communicating reports, discussion classes), as well as their analysis. In addition, we have also developed a written assessment with children, based on Prova Brasil, in which we analyzed the skills proposed in the questions and the possible skills that could be developed in DG. The activity was developed over a period of one year, during which data collection was also performed. We conclude that the development of acting improves coexistence among children in and outside the classroom, reinforces values such as solidarity and cultural intelligence, in addition to developing oral expression and improving children's reading fluency. The evaluations evidenced the improvement of the skills of text interpretation and also of writing development, that can be worked in the DG. The DG provides an ideal environment for Freirean literacy, as it understands that the subject is an unfinished being who is always learning. It is also an activity that enables a literacy process that goes beyond reading the word, since reading the world is fundamental to the development of the DG and is also fed by it.