Banca de DEFESA: ELIZABETH OLIVEIRA DANTAS ALVES

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ELIZABETH OLIVEIRA DANTAS ALVES
DATE: 27/02/2023
TIME: 09:00
LOCAL: https://conferenciaweb.rnp.br/webconf/patricia-bastos-de-azevedo
TITLE:

Women and their Different Literacies in Queimadense Literacy: Resistance in Umbriferous Pandemic Times.

KEY WORDS:

Literacy. Pandemic. Feminine letters.

PAGES: 130
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Tópicos Específicos de Educação
SUMMARY:

The present research developed a study on the different literacies of six female literacy teachers, who work in the municipal education network of Queimados, in the Baixada Fluminense of Rio de Janeiro. It aimed to understand how these different literacies are intertwined in experiences, in the face of obstacles and challenges, such as: remote assistance, lack of digital support, poor quality of the internet used by the popular classes, lack of adequate training, etc., which directly cross the process of literacy in times of pandemic and after the Covid 19 pandemic. It is a qualitative study, as it focuses on the movement inspired by the biographical research studio, a procedure that prospectively inscribes life stories, establishing a relationship between the past, the present and the future, aiming to make emerge in the subject a personal project of his/her self, which will later reverberate in the other. Authors such as Freire, Pollak, Street, Geraldi, Mortatt, Nóvoa, Monberger, Soares, Kleiman, Beauvoir, Evaristo, among others, base the research through a responsible dialogue. The first step was the application of a remote questionnaire, made available by email to all literacy teachers in the network, then they were invited to gather in the workshops, to begin the work based on memories and narratives of life trajectories, six teachers, being this number favorable to working with two triads, which are groups of three people. Through the collective production of experience in the research field, both the teachers and the researcher were able to learn and grow through the established relationships. We conclude that our greatest contribution with the present study is to support and provoke significant changes in the way of thinking about the structure, both of the Initial Formation Courses for literacy teachers, and of the continuing formation movements offered by the public education networks, considering the expressive number of women and their different literacies, present in this very unique stage of Basic Education.

COMMITTEE MEMBERS:
Presidente - 1548864 - PATRICIA BASTOS DE AZEVEDO
Interna - 1649545 - SANDRA REGINA SALES
Externa à Instituição - ELIZABETH OROFINO LÚCIO - UFPA