Banca de QUALIFICAÇÃO: JOYCE PEREIRA ESTANI

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JOYCE PEREIRA ESTANI
DATE: 26/04/2024
TIME: 14:00
LOCAL: https://conferenciaweb.rnp.br/webconf/patricia-bastos-de-azevedo
TITLE:

Identidades linguísticas na favela: narrativas docentes de letramentos na zona norte do Rio de Janeiro

KEY WORDS:

: Linguistic identities. Literacies. Narratives. Favela.

PAGES: 138
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research aims to understand the linguistic identities based on the narratives of teachers who work in the transition between Early Childhood Education and Elementary Education in a municipal school in the North Zone of Rio de Janeiro. The first specific objective seeks to epistemologically investigate the impact of peripheral dialectal discriminations on the learning of reading and writing, as well as the pressures of a graphocentric and anti-peripheral literate culture, aiming to elucidate the challenges faced by individuals from these marginalized contexts, such as favelas. As the second specific objective, we seek to investigate, from the perspective of Stuart Hall (2006), the social disputes underlying the process of constituting multifaceted identity, highlighting the influence of social literacies on linguistic appropriation, under the gaze of Soares (1989) and Street (2007); as well as to verify transformations in the process of literacy, reading, and writing between the stages of transition from Early Childhood Education to Elementary Education. Finally, in the third specific objective, we aim to investigate literacy experiences from the narratives of teachers. For this purpose, the focus group research method was selected, as it allows capturing the discourse and interaction among participants, highlighting concepts, feelings, attitudes, beliefs, experiences, and reactions, in a way that would not be so palpable and possible with other methods. This research is necessary for the advancement of knowledge production in the field of education and linguistics, as well as it may contribute to the school space regarding the stage of literacy and literacies, not as an academic prescription, but to dialogue with theory and empiricism, aiming at the evolution of the theoretical field and the improvement of didactic-pedagogical practice in spaces related to school daily life. Regarding the partial results, the literature presented in this work will show the importance of the Portuguese language user knowing the grammatical rules, not to crystallize the language, but so that this speaker can use both formality and informality, according to the discursive demand to which they are subjected, in social literacy contexts. The practical requirements regarding reading and writing, brought by the literate society and graphocentric culture, end up giving Portuguese language teaching a perspective that still does not encompass literacies and the multiple voices that intersect the daily life of the classroom in the first years of Elementary Education. Language is alive, dynamic, and diverse, as is the multifaceted Brazilian population. The non-banking, but emancipatory education, mentioned by Freire (1987), becomes urgent as a central objective in the educational process, seeking autonomy, praxis, and free thinking of the popular layers, starting with the literacy process and literacy practices.

COMMITTEE MEMBERS:
Presidente - 1548864 - PATRICIA BASTOS DE AZEVEDO
Interna - 1285421 - ADRIANA CARVALHO LOPES
Externo à Instituição - ALEXANDRE RIBEIRO NETO - UERJ