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Um olhar sobre a alfabetização em classes populares no Brasil : (1970-2017)
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Resumo(s)
Esta pesquisa tem como objetivo investigar a história da metodologia da alfabetização pós-construtivista para o trabalho docente na alfabetização, de modo a compreender suas especificidades no contexto ensino-aprendizagem em classes populares no Brasil. O estudo apresenta uma abordagem da história do tempo presente da didática utilizada pelo Grupo de Estudos sobre Educação, Metodologia de Pesquisa – Geempa. A pesquisa é de cunho qualitativo, na qual realizamos análise tanto documental quanto bibliográfica. A interpretação dos dados coletados pautou-se na análise de conteúdo segundo Bardin (1977) e foram utilizados diversos livros, além de onze periódicos produzidos por este grupo de pesquisa e documentos que se referem à alfabetização no país. Nessa perspectiva, o trabalho com o pós-construtivismo diferencia-se por atuar junto a grupo de estudos de professores que buscam profissionalização e fomentam ações junto a pesquisadores, reuniões de estudos, cursos e assessorias, na busca por alfabetizar a todos e zerar o índice de evasão escolar. Na linha histórica do grupo, destaca-se a didática de base pós-construtivista, tendo como ponto de partida o princípio da igualdade das inteligências e o processo psicogenético de cada aluno, dentro de um Campo Conceitual de conhecimentos relacionados à leitura e à escrita. Constatou-se, no estudo, uma metodologia baseada no processo de aprendizagem e nas provocações didáticas que procuram atender a alunos mais distantes do conhecimento historicamente construído, como é o caso de alunos oriundos de classes populares, que pretendemos retratar por meio de uma visão de conjunto, desde suas origens no trabalho da matemática até sua integração à alfabetização em conjunto com professores, especialistas e alunos.
The present research has as aim to inquire the history of post-constructivism literacy methodology directed to the teaching work in literacy in a way to comprehend its specificity in the teaching-learning context in public classes in Brazil. The study presents an approach on the present-day history of the didactics used by the Grupo de Estudos sobre Educação, Metodologia de pesquisa – Geempa. (Study Group on Education and Research Methodology – Geempa). The research has a qualitative nature, where documental and bibliographic analysis has been made. The data interpretation was guided by the content analysis as presented by Bardin (1977), using books and eleven periodics produced by this research group and documents referring to literacy in Brazil. In this perspective, the work with post-constructivism differentiate itself for its action with a study group of teachers that look after their professionalization and encourage their actions together with researchers, study sessions, courses and advisories, in the search to literate all of the public and to clear the school dropout rates. In the historical line of the group, the post-constructivist based didactics stands out, having its starting point in the intelligence equality principle and the psychogenetic process of each student, inside a Conceptual Field of Knowledge related to reading and writing. It was found in the study of a methodology based in the learning process and didactics inductions that aim in those students most distant of the historically built knowledge, as it happens with those students from public classes, that we seek to present through an overview, from its origins in mathematics to its integration in the literacy process together with teachers, specialists and students.
The present research has as aim to inquire the history of post-constructivism literacy methodology directed to the teaching work in literacy in a way to comprehend its specificity in the teaching-learning context in public classes in Brazil. The study presents an approach on the present-day history of the didactics used by the Grupo de Estudos sobre Educação, Metodologia de pesquisa – Geempa. (Study Group on Education and Research Methodology – Geempa). The research has a qualitative nature, where documental and bibliographic analysis has been made. The data interpretation was guided by the content analysis as presented by Bardin (1977), using books and eleven periodics produced by this research group and documents referring to literacy in Brazil. In this perspective, the work with post-constructivism differentiate itself for its action with a study group of teachers that look after their professionalization and encourage their actions together with researchers, study sessions, courses and advisories, in the search to literate all of the public and to clear the school dropout rates. In the historical line of the group, the post-constructivist based didactics stands out, having its starting point in the intelligence equality principle and the psychogenetic process of each student, inside a Conceptual Field of Knowledge related to reading and writing. It was found in the study of a methodology based in the learning process and didactics inductions that aim in those students most distant of the historically built knowledge, as it happens with those students from public classes, that we seek to present through an overview, from its origins in mathematics to its integration in the literacy process together with teachers, specialists and students.
Descrição
Dissertação de mestrado, Educação (Área de especialização em História da Educação), Universidade de Lisboa, Instituto de Educação, 2017
Palavras-chave
Processo Alfabetização Ensino-aprendizagem Pós-construtivismo Teses de mestrado - 2017