Literacy teacher development and child's writing appropriation: instrumental genesis processes in (post) pandemic times

• Grant number: 21/08708-9
• Support Opportunities: Regular Research Grants
• Start date: June 01, 2022
• End date: November 30, 2024
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Ana Lúcia Horta Nogueira
• Grantee: Ana Lúcia Horta Nogueira
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated researchers: Ana Luiza Bustamante Smolka ; DANIELA DIAS DOS ANJOS ; Débora Dainez

Abstract

As associate researcher, this proposal is part of the collaborative research network linked to the project "The social function of the school and the conditions of human development in pandemic and post-pandemic times", submitted to the COVID-19/UN-Research Roadmap Call for Proposals and coordinated by Prof. Dr. Ana Luiza Bustamante Smolka/UNICAMP. Unfolding from previous research, this research proposal expands the focus beyond the elaboration of the literacy teacher métier, the emergence and use of technical-semiotic resources and instruments that mediate the teaching activity, and proposes to analyze how students appropriate the resources available in the classroom, converting them into psychological instruments. Thus, it problematizes the relevance of technical-semiotic instruments for psychological development and intends to understand the processes of instrumental genesis shared between teachers and their students, during the literacy process in written language, especially considering the (post)pandemic period. From the contributions of the historical-cultural perspective, language studies and studies on work, the project's main objectives are: (i) to analyze how the technical-semiotic resources and instruments that organize the teacher's teaching/work relations can be converted into psychological tools for students; (ii) discuss how, in addition to the functions of writing articulated to social practices, the mastery of writing can imply deep and radical changes in psychic functional systems. The process of constructing the empirical data considers the observation of teachers and students in the early grades of elementary school in public schools, through the reports and records of teachers who participate in the collaborative research network and through participant observation, interview, and document analysis, carried out remotely or in person, according to the sanitary conditions. With the discussion about literacy practices in (post)pandemic times, the proposal intends to contribute to the discussion of policies and practices based on the socially referenced quality of public education. (AU)