PAIC: o eixo de produção escrita em uma sala de 2º ano do ensino fundamental da rede municipal de Fortaleza-CE

• Autor(a) principal: Silva, Janaina Freitas da
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4113
• topic: Produção textual; Alfabetização; Território vulnerável; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation aims to analyze what is taught in Portuguese, in terms of the production of written texts, for students who are attending the 2nd year of Elementary School, the year that marks the end of the literacy process, in a school located in the neighborhood de Bom Jardim, in Fortaleza, which implements the Learning in the Right Age Program (Paic), in a region classified as being of high social vulnerability. The research focuses on verifying the frequency with which written production exercises appear in textbooks and notebooks of students at this school, with the support of the teacher's class diary. This work is part of a larger research, in progress, called Implementation of Educational Policies and Equity in Social Vulnerability Contexts, coordinated by Profa. Dr. Vanda Mendes Ribeiro, from the University of the City of São Paulo (Unicid) with funding from the Foundation for Research Support of the State of São Paulo (Fapesp), process number 2018/11257-6, and carried out in a cooperative manner with other institutions of higher education, national and international. This larger research studies the implementation of the Learning Program at the Right Age (Paic), in a context of social vulnerability. One of its dimensions analyzes the teaching of Portuguese in the most equitable school in Fortaleza (CE) among those located in this type of territory. This dissertation is part of this research dimension. Through a qualitative perspective, two notebooks were analyzed, one from each semester of the year 2019, and a textbook, with the support of a class diary. The notebooks, book and the teacher's diary were collected by senior researchers at the school-field. The material was photographed and the activities carried out by the students were classified according to the axes of the curriculum in the state of Ceará, constituting an excel database that made it possible to verify their frequency, by curriculum axes. The analyzed textbook is distributed by Paic. It is concluded that, in the notebooks on screen, there is a greater number of written production activities (13%) than in the textbook (6%). The frequency with which written text production activities were requested from students shows that, at this point in the literacy process, the school's concern is greater with the acquisition of the writing system and with reading, and less focused on the production of written texts. And it indicates that teachers carry out more activities of this type in their notebooks than what is proposed in the book, which makes it possible to ask whether they do so due to the continuing education offered by Paic or because they want to complement something they consider important for the literacy process.