| Grant number: | 11/14119-4 |
| Support type: | Scholarships in Brazil - Master |
| Effective date (Start): | March 01, 2012 |
| Effective date (End): | July 31, 2013 |
| Field of knowledge: | Humanities - Education - Specific topics in Education |
| Principal Investigator: | Norma Sandra de Almeida Ferreira |
| Grantee: | Mariana Bortolazzo |
| Home Institution: | Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil |
Abstract This research project's main objective is to contribute to the understanding of the processes of writing of children who are in the final grades in literacy, through the search of written practices in answers to questions of the Portuguese Language in the "Prova Campinas 2008," applied to almost 4,000 students of municipal schools. The "Prova Campinas", an external evaluation of performance, differs from many current and external evaluations designed and implemented at international, national, state and municipal levels, beacuse doesn't worry about ranking of same network of schools or students from the same school as well the process of its development, implementation and correction of the evaluation was conducted through a partnership between the school system and the university (advisory UNICAMP). The proof in question is situated in the context of work for the development of public politics, but wants to go in a different direction. It's an attempt to shift the axis of the evaluation focused primarily on contents and abilitys to another, focused on school practices, as mobilizing cultural of concepts, skills, values, content, by both students and teachers. As the central questions that guide the research, we point out: what children write? What features of communication they use? What resources linguistic, textual, discursive they use to express their ideas and be understood in an evaluation situation? What the writing mobilizes and how mobilized is? What signs and school marks and non-school are in the written productions? The research is anchored in references that study and interpret the reading and writing as cultural practices, daily and historical (Chartier 1990; Certeau, 1994; Ginsburg, 2001) and studies of the language (Bakhtin, 1992; Smolka, 2008). (AU) | |