Navegando por Assunto "Letramentos"

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Acesso aberto (Open Access)
As águas da cultura vivida inundando a educação: uma leitura sobre letramentos e cultura ribeirinha
(Universidade Federal do Pará, 2018-02-23) CARVALHO, Marcia da Silva; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This study discuss the shift of social and educational literacy in an Amazonia drenched in symbologies and knowledge present in the voices of the residents of the Isles of Paquetá, Longa and Nova and in Unidade Pedagógica do Jamaci, Icoaraci district in Belém/PA. It is riverine literacy. The conceptual dialogs in which these ripples are evident are docked in BHABHA(2013), GERRT (1989, 2014), EAGLETON (2011) dipped in hybridism and cultural webs, the relation between the schooling process and the living riverside culture are present in the seas brought by BRANDÃO (1985, 1986) and by the becoming of the waters flowing social and scholar literacy, learning and world reading invoked to this study by FREIRE (1980, 1987, 1989, 1996, 2004), SOARES (1986, 2008, 2010), STREET (2014). Culture in different places move literacy, intertwining lived culture of the riverside community waving insular harmonies and disharmonies. This ethnographic research is based on the voices of the residents of the isles of Paquetá, Longa and Nova, workers and students of Unidade Pedagógica do Jamaci, which is connected to Fundação Escola Bosque, located in Igarapé do Jamaci. The qualitative approach serves as a reference to this study in its ethnographic format, using semi-structured interviews, narratives, photographic material and active participants’ observation as investigative instruments, setting from the reading of the voices expressed in the narratives of the subjects. In this sense of problematization the central questioning is brought: To which extent social literacy resulting from the lived culture of the riverside community is connected to educational literacy in the schooling process of Unidade Pedagógica of Jamaci? As a result the study demonstrates that the experiences lived by the riverside community creates connections with scholar experiences, where lived culture of the riverside community through their daily life will communicate with the school, settling then that there are no literacy without these cultural elements of the riverside everyday life, without social literacy overflowing into the scholar literacy, without recognizing the reinforcing that the diverse religious and sociocultural manifestations give to the riverside community life and the sustainability possible because of the singular and insular experiences. This way the relevance of this study consist in the come and go of the waters enlightening the Amazonian culture identifying it in the rhetoric, in the curriculum and in the process of literacy, minimizing the invisibility of the riverine people and all their cultural potential.
Acesso aberto (Open Access)
Letramento científico, letramento em língua materna e a abordagem ciência, tecnologia, sociedade e ambiente: indicadores e possibilidades para o ensino de ciências
(Universidade Federal do Pará, 2021-06-24) RIBEIRO, Dayane Negrão Carvalho; LUCIO, Elizabeth Orofino; http://lattes.cnpq.br/9802121543478378; https://orcid.org/0000-0002-3446-5530; ALMEIDA, Ana Cristina Pimentel Carneiro de; http://lattes.cnpq.br/1265908866509687; https://orcid.org/0000-0002-9432-2646
This research was motivated by the professional and personal experiences of the teacher and author of this thesis and aimed to understand the development processes of scientific literacy and literacy in the mother tongue, based on teaching practices through the Science, Technology, Society and Environment (STSE) approach, and also to identify indicators of these processes. For the development of the research it was necessary to define and defend the use of the concepts and theoretical basis of the STSE approach, literacy in the mother tongue and scientific literacy as well as its relationship with science research and teaching. The methodology of the study adopted a qualitative approach, from the pedagogical intervention type, which took place in a public elementary and high school, in a municipality in the state of Pará, with the participation of students graduating from the 6th year of elementary school. The activities developed during the intervention were based on the socio-environmental theme “The Tidal Phenomenon”, considering scientific, technological, social and environmental implications of this theme, from the perspective of Teaching by Research. The instruments used for the constitution of data were: audio and video recordings, photographs, questionnaires, registration of students' activities and the teacher's research diary. For data analysis and interpretation, Discursive Textual Analysis (DTA) was used. Through the results, the thesis defends that science teaching activities through the STSE approach in elementary school, from the perspective of the involved study, promote learning with the development of scientific literacy and literacy in the mother tongue, showing indicators. The constituted data allowed us to verify that the teaching activities through the STSE approach enable contributions regarding the expansion of the students' vision, the expression of everyday language and the development of scientific language, with natural conditions of reading and writing and the adoption of a more active attitude. The development of activities also led to the proposition of indicators of scientific literacy processes in the mother tongue, observed in the analysis, to evidence the construction of scientific knowledge and reading and writing skills through the STSE approach, considering the decision-making capacity development process. The indicators are: obtaining information, organizing information, interpreting information, articulating text and context, communicating ideas, preparing questions, articulating term and concept, analysis and judgment, expression of action strategies and selection of action. These indicators were organized into three grouping blocks. They are: Reading and Contextualization; Thought and Integration; Decision and Action. The results allow us to affirm that the students were in the process of developing scientific literacy in their mother tongue and that this research contributes to the field of Science Teaching, representing advances in the construction of knowledge from the perspective of teaching and training of teachers.