Literacy practices in schools: pedagogic proposals for teaching and learning of the written language in the early years of elementary schooling at the municipality Guarulhos (SP)

• Grant number: 11/10276-8
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: October 01, 2011
• End date: December 31, 2012
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Claudia Lemos Vóvio
• Grantee: Fernanda Marcucci
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil

Abstract

This project is scientific initiative is part of the study "Letramento, escola e participação social: episódios de circulação e de apropriação da escrita na alfabetização", coordinated by Profa. Dra. Claudia Lemos Vóvio. Conceiving school education as fundamental in the task to introduce, expand and democratize the use of writing has as aims analyze, in a class of the early years of primary education, the literacy practices involved and how they materialize in the literacy process. The written language character is essential in this process, as the object of education is learning, is typically in the uses of school and social education that is occupied. Based on the methodology and interpreted qualitatively (MARTINS, 2004), instruments designed for this research is the observation of literacy events (located in the classroom), the ethnographic record notes and images (VÓVIO and SOUZA, 2005) and analysis of school notebooks (GIRVTZ, 2005). Through the data, the expected is to comprehend the ways of organizing literacy process by identifying the practices and literacy events involved in the daily room observed. The scientific relevance of this researches to reside an analytical framework on the practices of teaching and learning of written language that instantiate these contexts. It is hoped that this project is possible to establish ways to promote the teaching practice, to support the professionals involved in this process. The results may contribute to the proposition of educational programs and teacher training (initial and continuing) and the production of teaching materials which arise in favor of a broader vision of education that respond to the demands of local development and learning needs students and consider the social reality of these subjects. (AU)