Alfabetizando no mundo e para o mundo: práticas pedagógicas referenciadas na teoria freireana, no município de Guarulhos/SP

• Autor(a) principal: Rasoppi, Mônica Alves Feliciano
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9830
• topic: Paulo Freire; Alfabetização crítico-libertadora; Diálogo; Práxis; Paulo Freire; Liberating critical literacy; Dialogue; Práxis; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

This dissertation aims to both observe and analyse the pedagogical practices of alphabetisation based upon the freireana theory in the city of Guarulhos. This work is a part of a national research developed by Cátedra Paulo Freire, from the Pontifícia Universidade Católica de São Paulo, under the supervision of PhD Ana Maria Saul, which title goes as follows: The Actuality of Paulo Freire s Thoughts, Legacy and Reinvention. It is a research supported by CNPq, which focusses on analysing the contribution and reinvention of the freireano s thought in public schools that claim to have their bases under Paul Freire s thoughts since 1990. Specifically, this research sought to investigate the way through which liberating critical literacy practices in Guarulhos schools take place. Such practices are a result of a permanent formation announced to be compromised with the freireanos principles. The theoretical reference that underlined both data collection and analysis of this research has its framework in freireano s concepts and principles. The core of the analysis is based on concepts of praxis, dialogue, and liberating critical literacy. It is a case study within a qualitative approach. Amongst chosen procedures were document analysis, structured interview, practical observation, and notes provided by the tutor from the class selected as study object. From the analysis of the result it was possible to conclude that the freireanos based their practice on critical literacy process that takes place at school level via dialogue relationship, and respect for the students knowledge. Thus, allowing formation of critical and participative individuals