Banca de DEFESA: EMELY CRYSTINA DA SILVA VIANA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : EMELY CRYSTINA DA SILVA VIANA
DATE: 24/07/2024
TIME: 14:00
LOCAL: online
TITLE:

Literacy as a Right: Intervention Strategies and Teaching Adapted to the Needs of Students in the Initial Literacy Block

KEY WORDS:

Literacy; interventions; pedagogical practices; adapted teaching; Initial Literacy Block.

PAGES: 160
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation sought to analyze intervention strategies developed by literacy teachers in 1st, 2nd and 3rd grade classes in a public school in the Federal District, with a view to overcoming difficulties and advancing student learning in the literacy process. Based on the premise that it is a priority to think about ways of practicing teaching that is adjusted to the diversity of students' needs (Morais, 2012) and considering school learning as a subjective process, this research was developed based on the following guiding question: What intervention strategies are developed by literacy teachers with a view to overcoming difficulties and advancing students' learning in the literacy process? The theoretical foundation was based especially on: Martínez; Rey (2017); Morais (2012); Rossato; Martínez (2011, 2015); Soares (2014, 2021, 2023); and Tacca (2009, 2014). This research was carried out with a qualitative conceptual and methodological approach, using as its investigative locus literacy classes in a public school run by the Federal District State Department of Education (SEEDF), linked to the Plano Piloto Regional Education Department, and with literacy teachers from the Initial Literacy Block as the research subjects. The techniques adopted for data collection were: participant observation; semi-structured interviews; and document analysis (Lüdke; André, 2022), content analysis was adopted as a strategy for data analysis (Bardin, 2020; Franco, 2018). The main findings of the research were: ensuring teaching progression for the 1st, 2nd and 3rd years and practicing adjusted teaching is a challenge, especially in the 2nd and 3rd years, which could be helped by the development of a network between educational agents. In addition, with regard to meeting the specific needs of students in the classroom, four types of strategy were observed in particular: 1) carrying out the same activity with differentiated help; 2) adapting the activity; 3) personalized activity for a student or group; and 4) action strategies developed on a daily basis. Finally, another finding refers to the need for continuous monitoring of the learning achievements of students in the literacy cycle in order to plan the necessary intervention strategies for adjusted teaching, with the aim of guaranteeing literacy as a right. For future studies, it is suggested that field research be carried out at two different times, at the beginning and end of the year, in order to compare in greater depth the work carried out, the progress observed and the subjective reconfigurations caused. As a technical product, a requirement of the Professional Master's Degree, an interactive PDF was developed with intervention strategies and pedagogical practices developed with the aim of overcoming difficulties and advancing student learning in the literacy process.

COMMITTEE MEMBERS:
Interna - 3120022 - ETIENNE BALDEZ LOUZADA BARBOSA
Presidente - 3056419 - FRANCISCO THIAGO SILVA
Externa ao Programa - 2330228 - PAULA GOMES DE OLIVEIRA - UnBExterna à Instituição - RITA DE CASSIA SILVA CASTRO - UEFS