VENI University

0606

DIPLOMATE

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Type: Dissertation

Title: SOCIAL LITERACY IN THE EARLY YEARS OF ELEMENTARY SCHOOL: AN ANALYSIS OF PEDAGOGICAL CONCEPTS AND PRACTICES IN THE MUNICIPALITY OF PORTO CALVO – AL

Title: LETRAMENTO SOCIAL NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UMA ANÁLISE DAS CONCEPÇÕES E PRÁTICAS PEDAGÓGICAS NO MUNICÍPIO DE PORTO CALVO – AL

Author(s):  Gomes de Souza, Laudenice

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Advisor: Araújo de Lucena, Everaldo, PhD

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Date of document: January, 12-2024

Abstract:

Teaching conceptions and practices play a crucial role in promoting social literacy during the literacy process, directly influencing the development of students' reading and writing skills and their ability to apply these skills in a critical and meaningful way in diverse social contexts. Based on these premises, this research investigated teaching concepts and practices related to social literacy and its interconnection with the literacy process in public schools in Porto Calvo - AL. With the aim of understanding literacy practices, reports of experiences from early years teachers who work in the municipal education network were collected. Furthermore, the research analyzed the conceptions of literacy present in the pedagogical practice of these professionals, deepening the discussion about literacy as a discursive process and the field of language as social interaction. This is a qualitative research approach, anchored in a critical perspective with a historical-cultural basis, which was adopted using the multiple case study methodology at two different moments. The empirical data collection was initially carried out through an online questionnaire via Google form, which addressed specific questions about the teachers' literacy practices and conceptions. Subsequently, the interviews carried out remotely via the Zoom platform deepened the understanding of the teachers' experiences and perceptions in relation to social literacy and literacy. The analysis of the questionnaire data, which followed Minayo's (2014) thematic analysis proposal, identified emerging patterns and categories in the participants' responses. The analysis of interview data was based on the dialogical approach to discourse, inspired by the studies of Bakhtin (2011), allowing a deeper understanding of the social interactions present in the educational context. The results indicated that, despite the participants' understanding that literacy and literacy are distinct but inseparable processes, some confusion persists in the definition of the concepts. A prevalence of autonomous literacy was observed in classrooms, emphasizing student autonomy in the construction of knowledge. However, ideological literacy was also present, albeit on a smaller scale, highlighting the influence of social ideas and values on reading and writing practices. In this sense, this study aims to contribute to teaching reflection, highlighting the importance of relating the content of knowledge to the experiences and realities of children's lives. It is emphasized that, although other realities may be presented, it is crucial to value and explore the student's knowledge and their historical-cultural context in reading and writing situations, thus configuring social literacy as a process rooted and social interaction.

Keywords: Social Literacy; Teaching Concepts; Pedagogical Practices; Elementary School

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