Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-20T21:07:57Z No. of bitstreams: 1 MariaCleidimarFernandesDeBrito_DISSERT.pdf: 25229163 bytes, checksum: f03afc1575939791bd8de869466f549a (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-22T23:26:01Z (GMT) No. of bitstreams: 1 MariaCleidimarFernandesDeBrito_DISSERT.pdf: 25229163 bytes, checksum: f03afc1575939791bd8de869466f549a (MD5) / Made available in DSpace on 2017-02-22T23:26:01Z (GMT). No. of bitstreams: 1 MariaCleidimarFernandesDeBrito_DISSERT.pdf: 25229163 bytes, checksum: f03afc1575939791bd8de869466f549a (MD5) Previous issue date: 2016-07-27 / Pol?ticas p?blicas e pesquisas em Letramento Familiar, em v?rios pa?ses desenvolvidos (Austr?lia, Canad?, Estados Unidos), s?o uma realidade, desde a d?cada de 1990, que visam, dentre outros objetivos, engajar a fam?lia na escola e, com isso, melhorar o desempenho escolar dos educandos. No Brasil, a relev?ncia dessa rela??o vem sendo discutida em documentos oficiais como a Lei de Diretrizes e Bases da Educa??o Nacional (LDB) e os Referenciais Curriculares Nacionais para a Educa??o Infantil (RCNEI) que mostram a necess?ria aproxima??o entre a escola e a fam?lia. Apesar desses referenciais, a aus?ncia de pol?ticas p?blicas nessa perspectiva ? latente. Cientes dessa realidade, propusemo-nos, nesta pesquisa, a contribuir com a rela??o fam?lia-escola a partir da perspectiva dos Estudos de Letramento Familiar. Nesse sentido, objetivamos 1) envolver as fam?lias em pr?ticas e eventos de letramento, fortalecendo a rela??o fam?lia-escola; 2) potencializar o trabalho colaborativo das fam?lias, estimulando a participa??o, a leitura e a produ??o escrita dessas fam?lias; 3) promover um espa?o de reflex?o acerca da Educa??o (dos filhos), valorizando as reflex?es das fam?lias; 4) investigar como as fam?lias acompanham a Educa??o dos filhos em casa, considerando suas pr?ticas de letramento, viv?ncias e mem?rias. Do ponto de vista te?rico, esta pesquisa realiza-se ? luz dos Estudos de Letramento (STREET, 2003; 2014; KLEIMAN, 1995; 2008; BARTON; HAMILTON; IVANIC, 2000), em particular do Letramento Familiar (CASPE, 2003, PHILLIPS; SAMPLE, 2005; LI, 2003; ANDERSON et al., 2005; CARPENTIERI et al., 2011; TAVARES, 2008; EUZ?BIO, 2011; GOULART, 2012; PEREIRA, 2014; SANTOS, 2015), assumindo os projetos de letramento como um dispositivo did?tico (KLEIMAN, 2000; OLIVEIRA, 2010, no prelo; TINOCO, 2008; SANTOS, 2012; OLIVEIRA; TINOCO; SANTOS, 2011). Do ponto de vista metodol?gico, se insere na ?rea da Lingu?stica Aplicada (MOITA LOPES, 2006; ROJO, 2006, 2007; ALMEIDA FILHO, 2008) e adota o paradigma qualitativo interpretativista (MASON, 1997; CELANI, 1998; 2005), com abordagem na etnografia cr?tica (CARSPECKEN, 1996; COOK, 2005; MAINARDES; MARCONDES, 2011). Como instrumentos para a gera??o de dados utilizamos notas de campo, sess?es reflexivas, question?rios, v?deos, fotografias, atividades de leitura e de escrita. Com base nos dados analisados, percebemos que a escola e a fam?lia precisam rever alguns aspectos, tais como: 1) observ?ncia de que as fam?lias s?o potencialmente fortes e podem colaborar, de maneira efetiva, com as a??es da escola, por meio de projetos de letramento; 2) entendimento de que as fam?lias nutrem anseios, preocupa??es e interesses pela Educa??o dos filhos e exercem forte influ?ncia sobre a vida deles, de modo que, t?m muito a partilhar com a escola; 3) reconhecimento de que tanto a escola quanto a fam?lia s?o respons?veis pelo processo educacional dos educandos; 4) percep??o de que as a??es do projeto de letramento s?o relevantes para aproximar fam?lia-escola e que a escola deveria promover mais a??es dessa natureza; considera??o de que, por meio das atividades colaborativas, as crian?as se sentem acolhidas por suas fam?lias e os la?os afetivos se estreitam. Entendemos, contudo, que o fortalecimento dessa rela??o perpassa, necessariamente, pelo envolvimento pol?tico e pedag?gico da escola e que os projetos de letramento podem contribuir com essa rela??o. Al?m disso, faz-se necess?rio pol?ticas p?blicas em Letramento Familiar, a n?vel nacional, que priorizem essa rela??o. / Public policy and research on Family Literacy in several developed countries (Australia, Canada, USA), is a reality since the 1990s, among other objectives, to engage the family in school and, therefore, improve performance school of students. In Brazil, the importance of this relationship has been discussed in official documents such as the Law of Guidelines and Bases of National Education (LDB) and the National Curriculum References for Early Childhood Education (RCNEI) showing the necessary approximation between school and family. Despite these references, the absence of public policies in this perspective is latent. Aware of this reality, we proposed in this research contribute to the family-school relationship from the perspective of the Family Literacy Studies. In this sense, we aim to 1) involve families in practices and literacy events, strengthening the family-school relationship; 2) enhance the collaborative work of families, encouraging participation, reading and written production of these families; 3) promote a space for reflection about the education (of children), valuing the reflections of families; 4) to investigate the families accompany the Education of children at home, considering its literacy practices, experiences and memories. From a theoretical point of view, this research is carried out in the light of Literacy Studies (STREET, 2003; 2014; KLEIMAN, 1995; 2008; BARTON, HAMILTON; IVANIC, 2000), in particular the Family Literacy (CASPE, 2003 PHILLIPS ; SAMPLE, 2005; LI, 2003; ANDERSON et al., 2005; CARPENTIERI et al, 2011;. TAVARES, 2008; EUSEBIUS, 2011; GOULART, 2012; PEREIRA, 2014; SANTOS, 2015), taking the literacy projects as a didactic device (KLEIMAN, 2000; OLIVEIRA, 2010, in press; TINOCO, 2008; SANTOS, 2012; OLIVEIRA; TINOCO; SANTOS, 2011). From a methodological point of view, it operates in the field of Applied Linguistics (MOITA LOPES, 2006; ROJO, 2006, 2007; ALMEIDA FILHO, 2008), adopts interpretive qualitative paradigm (MASON, 1997; CELANI, 1998; 2005), with approach in critical ethnography (CARSPECKEN, 1996; COOK, 2005; MAINARDES; MARCONDES, 2011). As tools for generating data used field notes, reflective sessions, quizzes, videos, photos, activities of reading and writing. Based on the analyzed data, we noticed that the school and the family need to review some aspects, such as: 1) compliance that families are potentially strong and can collaborate effectively with the school's actions through projects literacy; 2) understanding that families nourish anxieties, concerns and interests for education of children and exert a strong influence on their lives, so they have a lot to share with the school; 3) recognition that both the school and the family are responsible for the educational process of students; 4) perception that literacy project actions are relevant to approach family-school and that the school should promote more such actions; consideration that, through collaborative activities, children feel accepted by their families and affective bonds narrow. We understand, however, that the strengthening of this relationship permeates necessarily for political and educational involvement of the school and the literacy projects can contribute to this relationship. In addition, it is necessary to public policy in Family Literacy at national level, prioritizing this relationship.