Banca de DEFESA: MARIA CLEIDIMAR FERNANDES DE BRITO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARIA CLEIDIMAR FERNANDES DE BRITO
DATA : 28/07/2016
HORA: 14:30
LOCAL: Auditório B - CCHLA
TÍTULO:

Family and school:Literacy practices, experiences and memories.

PALAVRAS-CHAVES:

Family Literacy. Events and Literacy Practices. Literacy Project.

PÁGINAS: 135
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

Public policy and research in family literacy in several developed countries (Australia, Canada, USA), is a reality since the 1990s Aim at, among other objectives, to engage the family in school and, therefore, improve school performance of child. In Brazil, the importance of this relationship has been discussed in official documents such as the Law of Guidelines and Bases (LDB) and the National Curriculum Benchmarks for Early Childhood Education (RCNEI) showing the necessary approach between the school and family (BRAZIL, 1996 ). Despite these references, the absence of public policies in this perspective is latent. Aware of this reality, we proposed in this research, discuss the family-school relationship from the perspective of literacy studies. In this sense, we aim to 1) involve families in practices and literacy events, strengthening the family-school relationship; 2) enhance the collaborative work of families, encouraging participation, reading and written production of these families; 3) promote a space for reflection about education (of children), valuing the reflections of families; 4) to investigate the families accompanying their children's education at home, considering its literacy practices, experiences and memories. From a theoretical point of view, this research is carried out in the light of literacy studies (STREET, 2003; 2014; KLEIMAN, 1995.2008; BARTON, HAMILTON; IVANIC, 2000), in particular the family literacy (CASPE, 2003 PHILLIPS ; SAMPLE, 2005; LI, 2003; ANDERSON et al., 2005; CARPENTIERI et al, 2011;. TAVARES, 2008; EUZÉBIO, 2011; GOULART, 2012; PEREIRA, 2014; SANTOS, 2015), taking the literacy projects as a didactic device (KLEIMAN, 2000; OLIVEIRA, 2010; TINOCO, 2008; SANTOS, 2012; OLIVEIRA; TINOCO; SANTOS, 2011). From a methodological point of view, it belongs to the field of Applied Linguistics (MOITA LOPES, 2006; ROJO, 2006, 2007; ALMEIDA FILHO, 2008), adopts interpretive qualitative paradigm (MASON, 1997; CELANI, 2005; MOREIRA; CALEFFE, 2006 ), with approach to critical ethnography (CARSPECKEN, 1996; COOK, 2005; MAINARDES; MARCONDES, 2011). Based on the analyzed data, we noticed that the school needs to review some aspects, such as: 1) consider that families are potentially strong and can collaborate effectively with the school's actions, promoting events and literacy practices and valuing involvement and collaborative actions between family-school through literacy projects; 2) consider that nourish families wishes, concerns and interests for the education of children and exert a strong influence on their lives, so they have a lot to share with the school; 3) recognize that both the school and the family is responsible for the education of their children; 4) look at the actions of the literacy projects as being of relevance to bring school-family and the school should promote more such actions; considers that, through collaborative activities, children feel accepted by their families and affective bonds narrow. We understand, however, that the strengthening of this relationship permeates necessarily for political and educational involvement of the school and the literacy projects can contribute to this relationship.

MEMBROS DA BANCA:
Presidente - 332207 - MARIA DO SOCORRO OLIVEIRA
Interno - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Externo à Instituição - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN