AS REPRESENTAÇÕES DE ALFABETIZAÇÃO E LETRAMENTO POR PROFESSORES DO ENSINO FUNDAMENTAL I, DA EMEF MARIA DE LOURDES RAMOS CASTRO

• Autor(a) principal: Martins, Daniele da Silva
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/663
• topic: Representação. Alfabetização. Letramento Social. Práticas sociais de leitura e escrita.; Representation. Basic literacy. Social literacy. Social practices of reading and writing.; Ensino de Humanidades e Linguagens

Reading is an important tool for the citizenship process. A reading that goes beyond the literature for children and young adults, one that enlarges the knowledge of life, the reading of the world we in, the reading as social practice. As well as, the same for writing that in the school can not be seen only as an evaluation device of the learned language. The writing expresses itself in different forms, by different genres and supports, such as: sign boards, packing labels, folders, short stories and so on. The main aim of this research is to investigate the kinds of the basic literacy and the literacy representations the elementary school teachers have. The teachers are from Maria de Lourdes Castro School. The research approach is a qualitative case study methodology. The corpus based- research was the thirty nine answers of a questionnaire, which had the purpose to verify the literacy demands from the students of fourth and fifth grades of elementary school, besides five interviews with teachers from Maria de Lourdes Castro school, who were selected by the accessibility of the researcher . And the records of observations of teachers’ classes (from first to fifth grades) were also used, those ones have performed during thirty days. All collected data have been analyzed by means of categories in the technical reference on basic literacy and social literacy. As results are very similar, so literacy is very close of a process conception and learning of the language code, in reading or writing the points were realized by the teachers who recognized as being the literacy itself. Then, it was verified that it is needed a proposal for continuous formation to deepen the representations of basic literacy and literacy with an effective classroom practice .It is concluded by the support of the teachers’ answers who were interviewed.