Banca de QUALIFICAÇÃO: MÁRCIA REGINA MENDES SANTOS

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : MÁRCIA REGINA MENDES SANTOS
DATA : 19/08/2019
HORA: 14:30
LOCAL: a definir
TÍTULO:

STAGE II - NON-SCHOOL EDUCATIONAL SPACES AND LETRAMENTO PROJECTS: social agency and pedagogical transformation

PALAVRAS-CHAVES:

Supervised training; Teacher training; Literature Projects; Didactic action.

PÁGINAS: 70
GRANDE ÁREA: Linguística, Letras e Artes
ÁREA: Linguística
RESUMO:

for a Portuguese language teacher, to be always in search of new ways is to embark on an incessant search for didactic mechanisms that resize teaching and stimulate criticality. In search of alternatives that reshape the pedagogical practice of the supervised stage in Letters, we decided to explore the idea of literacy project (KLEIMAN, 2000), a didactic device based on ethical principles and solidarity, which favor the inclusion and participation of learners in diversity of literate culture, expanding its possibilities of social emancipation. This work is the result of our experience in the generation of data from the doctoral research, under development in the PPGEL of UFRN, to describe and analyze an experience in the component of supervised stage II of the course of Letters of UNEB. It focuses on the literacy projects used by trainees in this discipline, observing the potential of these devices in the didactic action in the literacy workshops developed by them in non-formal teaching spaces and the transformation processes revealed in this teaching work. Theoretically, the research is supported by the studies of the ethnographic perspective literacy (STREET, 1984; BARTON, HAMILTON, 1993, KLEIMAN, 1995, 2000, 2006), in the reflections on the concept of literacy project (OLIVEIRA, 2008; OLIVEIRA , TINOCO, SANTOS, 2011, OLIVEIRA, 2016) and in the studies on teacher training and professionalization (NÓVOA, 1995; TARDIF, 2002). Methodologically, it is based on the qualitative and interpretative approach of research (MOITA-LOPES, 2006). The study indicates that the practice of literacy projects points to a change in the academic position of the Portuguese language teacher in initial formation, as well as to possible re-significances in the teaching-learning process of the mother tongue, since the literacy projects are systematically associated with the notion of problem and emphasize the emancipatory character of literate practices, besides the agentive transformation of its participants (OLIVEIRA, 2010). The use of this didactic device thus enables the supervised stage II to be seen as a space for investigation, reflection and (re) construction of knowledge and identities.

 

MEMBROS DA BANCA:
Externa à Instituição - CÉLIA ZERI DE OLIVEIRA - UFPA
Interna - 322.525.604-87 - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Presidente - 332207 - MARIA DO SOCORRO OLIVEIRA