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Previous issue date: 2015-12-15 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico (CNPq) / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Educa??o e comunidade est?o entrela?adas nas conjunturas atuais, de modo que as pr?ticas sociais, as problem?ticas situadas e os trabalhos emancipadores t?m cada vez mais adentrado o ambiente escolar. Nesse contexto, a amplia??o de estudos com foco no letramento familiar torna-se necess?ria para a mobiliza??o de alternativas e a??es nesse ?mbito. Nesse caminho, o ambiente colaborativo ? produzido e o engajamento ? efetivado. A pesquisa se insere no projeto ?O habitus de estudar: construtor de uma nova realidade na regi?o metropolitana de Natal? (OBEDUC/UFRN) e no programa ?Letramentos e pol?ticas p?blicas: a fam?lia na escola? (MEC/PROEXT/UFRN). Em fun??o do objeto de estudo eleito - letramento familiar -, norteamos esta pesquisa a partir dos seguintes objetivos: discutir a??es de linguagem implementadas em um programa de letramento familiar, buscando criar recursos potencializadores dos letramentos desenvolvidos para: 1) registrar a??es, divulgar informa??es diversas (eventos, textos e a??es); 2) desenvolver estrat?gias de aproxima??o entre a escola e a fam?lia e 3) apontar impactos de tais viv?ncias de letramento familiar. Para alcan?ar tais objetivos, fundamentamos a discuss?o em aportes te?ricos dos estudos de letramento (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), aprofundando-nos em quest?es do letramento familiar e dos projetos de letramento. Metodologicamente, inserimo-nos na ?rea de estudos da Lingu?stica Aplicada e tomamos como paradigma o qualitativo (ERICKSON, 1990; BORTONI-RICARDO, 2008), com abordagem etnogr?fica cr?tica (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). Compreendemos, a partir de nossas an?lises, que as fam?lias t?m muito a contribuir com a realidade da escola e, percebendo a relev?ncia e o valor nas a??es, elas participam e agem em prol das a??es e da educa??o dos alunos, mesmo em meio ?s situa??es complexas da rotina. Ainda, apreendemos que s?o necess?rios di?logos e a realiza??o de atividades com a comunidade, procurando sempre, nesses momentos, ter envolvimento, priorizar saberes locais e a constru??o de um conhecimento compartilhado. / Education and community are currently intertwined, so that social practices, situated problems and emancipation processes have, more and more, entered in the school environment. Considering this context, the expansion of studies focusing on family literacy becomes necessary for the mobilization of alternatives and actions in this area. This research forms part of the project "The habitus of study: builder of a new reality in metropolitan Natal" (CAPES/OBEDUC/UFRN) and the program "Literacies and public policies: the family at school" (MEC/PROEXT/UFRN). In view of the chosen object ? family literacy ? therefore, we try to: 1) discuss actions implemented in a family literacy program, with specific reference to create literacy resources to register, discuss material, events, texts, 2) actions and promote forms of interaction by the family in the school environment; 2develop bonding strategies between school and families; 3) point the impact of such experiences of family literacy. To achieve these objectives, we base the discussion on theoretical contributions of the New Literacy Studies (STREET, 1984; McLAREN, 1988; BARTON & HAMILTON, 1993; KLEIMAN, 1995, 2000), focusing on Family Literacy and Literacy Project issues. Regarding to the research paradigm, we consider the Applied Linguistics field of study and we take the qualitative model (ERICKSON, 1990; BORTONI-RICARDO, 2008), with ethnographic critical approach (MOITA LOPES, 1993; THOMAS, 1993; HEATH & STREET, 2008). We understand, through our analysis, that families have much to contribute to the reality of schools, and, having seen relevance and value, these collaborators participate and act in support of the actions and the student?s education, even in the midst of complex routine situations. Still, we have learned that dialogues and activities with the community are necessary, looking forward to having involvement, local knowledge and the construction of shared learning; following this path, the collaborative environment is produced and the collaboration is effective.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/21252 |
| Date | 15 December 2015 |
| Creators | Santos, Alana Drizi? Gonzatti dos |
| Contributors | 07106335487, http://lattes.cnpq.br/6720657795281498, Marques, Ivoneide Bezerra de Ara?jo Santos, 32252560487, http://lattes.cnpq.br/9947435577598028, Aguirre, Mois?s Alberto Calle, 01212244656, http://lattes.cnpq.br/0743856406326460, Oliveira, Maria do Socorro |
| Publisher | Universidade Federal do Rio Grande do Norte, PROGRAMA DE P?S-GRADUA??O EM ESTUDOS DA LINGUAGEM, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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