Diálogos interculturais e ambientes alfabetizadores na escola

• Autor(a) principal: Rodrigues, Nadia Cristina de Lima
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/9990
• topic: School routine; Literacy environment; Interculturalism; Intercultural dialogue; Cotidiano escolar; Ambiente alfabetizador; Interculturalidade; Diálogos interculturais; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aims to investigate the children literacy process in the Hervanos community. This investigation has as locus a public rural multisseriate classes regiment school Escola Estadual Municipalizada Bom Jardim (The Bom Jardim State Municipalized Elementary School) in the city of Cachoeiras de Macacu, Rio de Janeiro, Brazil. The Hervanos , as it is called, is a traditional community founded, at least, 200 years ago, which has its origins in the African and indigenous ethnicities, and is constituted through family ties; most of the population from Cachoeiras de Macacu describes this people as different . The motivation to this work was the high index of failure in the literacy process of children who come from this community. This data was arised by the Municipal Secretary of Education in 2009. So, two questions quided this study: could the difference between the formal culture taught by school and the traditional one brought with the Hervanos children constitute in a relevant factor to the negative results in the literacy process? To what extent does the monocultural perspective, present in the school, of stereotyping cultural differences create new obstacles to the learning process of writing and reading? Inspired by a qualitative approach, with an ethnographic intent, this research has raised data through informal interviews with teachers, working and retired servants, with the elder villagers, through activities developed with the students, and documents from the secretary of the school, as well as the Municipal Secretary of Education in this city. Having as the main theoretical interlocutors Sarmento, Larrosa, Gusmão, Araújo, Freire, Ong e Vieira, the present work has sought hints to the construction of an environment that teaches to read and to write, and promotes interaction enriched by an intercultural dialogue in the school, which contributes to a revaluation of the children s voices, and to the traditional knowledge and social practices of the historically excluded populations.