Assessment of literacy and attendance to students with writing difficulties in Rio Claro-SP

• Grant number: 19/26934-6
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: October 01, 2020
• End date: November 30, 2020
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Andreia Osti
• Grantee: Aline Gasparini Zacharias Carolino
• Host Institution: Instituto de Biociências (IB). Universidade Estadual Paulista (UNESP). Campus de Rio Claro. Rio Claro , SP, Brazil

Abstract

This research aims to investigate the forms of writing evaluation adopted by literacy teachers, belonging to the regular and reinforcement classes, in the 1st, 2st and 3st grades of Elementary School from Rio Claro/SP municipal public schools. Thus, it is intended to understand which didactic-pedagogical measures are proposed to students who present difficulties in writing; to conduct a survey and characterization of students enrolled in tutoring classes and/or complementary program; to characterize the methodological strategies used in the pedagogical work with these students in the reinforcement classes and/or complementary program, aiming to help in overcoming the difficulties presented. Furthermore, 24 teachers will participate in the research, being 18 literacy teachers and 6 teachers responsible for the reinforcement classes and/or complementary program in effect, of both sexes, working in Elementary School I of public schools of the municipal network. Data collection will occur in three moments, these being: semi-structured interview with literacy teachers in regular classes; survey and characterization, along with the Secretary of Education, of the number of students with LD who participate in the reinforcement and/or complementary program; observation of tutoring classes and interview with the teachers responsible for these classes. Hence, it is considered that this research will lead to understanding and provide reflections on the forms of assessment in the context of literacy, as well as the pedagogical work directed to students who have difficulties in writing. (AU)