Título: | PRACTICES, NARRATIVES, AND REFLECTIONS FROM THE JOURNAL OF A TEACHER FOR CHILDREN IN THE LEARNING PROCESS OF READING AND WRITING (ALFABETIZAÇÃO) | ||||||||||||||||||||||||||||||||||||
Autor: |
MARIA FRANCISCA MENDES |
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Colaborador(es): |
SONIA KRAMER - Orientador |
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Catalogação: | 24/AGO/2007 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||||||||||||||||||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=10412&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=10412&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.10412 | ||||||||||||||||||||||||||||||||||||
Resumo: | |||||||||||||||||||||||||||||||||||||
This dissertation - founded on the narratives extracted
from the
journal of a class in the learning process of reading and
writing, and which
was written from February through December 1999 - will be
taken as an
empiric basis for research, as it enables the analysis of
cultural practices
and interactions among the different characters, which
constitute the
school universe. Mikhail Mikhailovitc Bakhtin´s
architecture - knowledge,
ethics and esthetics - assists in the reflection of the
journal compositional
texture. Exotopia, alterity, dialogism, polyphony,
enunciation, active
responsive attitude, are just few of Bakhtin´s concepts
that were brought to
the text centrality. The first chapter´s main focus is the
autobiography
production - memories, journals, life-based stories -
within a broader
context in society. It also emphasizes the teacher´s
authorship of the
journal, as a tool for experiencing, critically thinking
and reorganizing the
practical aspects of life. The second chapter describes
ways and
hallmarks, which have contributed to the author´s
professional choice. It
also critically discusses cultural experiences in learning
a written
language, while facing the dilemmas and contradictions
that are inherent
to the pedagogic action. The third chapter is a deeper
dive into the texture
of the class journal. By questioning certain issues from
four big enunciative
streams - the speech of learning-in-process children,
teachers, families
and school - it underlines the role of each character in
the identity world
and subjectiveness, intertwined by the collective
relational dynamics of the
school daily routine.
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