Tertúlia literária dialógica e alfabetização freiriana: encontros possíveis
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2019-09-04
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Universidade Federal de Goiás
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This research presented a case study in a 4th grade class of the Elementary School in the city
of Goiânia, in Goiás, and analyzes the possibilities of a Freirean literacy from the development
of the Dialogic Gatherings. It is an educational activity in which the participating people talk
about a universal classical book, sharing their interpretations and impressions, promoting a
collective construction of meaning. The study was guided by the following theoretical
framework Flecha (1997), Aubert et al. (2016) Paulo Freire (1978a, 1978b, 1983, 1989, 1995,
2003, 2006a, 2006b, 2007, 2011, 2016), Habermas (1987a, 1987b), Machado (2009), Calvino
(2007), among others, and by critical-communicative methodology, as it is consistent with the
adopted framework. The instruments of the data were the proposed methodological method
(communicating reports, discussion classes), as well as their analysis. In addition, we have
also developed a written assessment with children, based on Prova Brasil, in which we
analyzed the skills proposed in the questions and the possible skills that could be developed
in DG. The activity was developed over a period of one year, during which data collection was
also performed. We conclude that the development of acting improves coexistence among
children in and outside the classroom, reinforces values such as solidarity and cultural
intelligence, in addition to developing oral expression and improving children's reading fluency.
The evaluations evidenced the improvement of the skills of text interpretation and also of
writing development, that can be worked in the DG. The DG provides an ideal environment
for Freirean literacy, as it understands that the subject is an unfinished being who is always
learning. It is also an activity that enables a literacy process that goes beyond reading the
word, since reading the world is fundamental to the development of the DG and is also fed by
it.
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FERNANDES, Susanna Vigário Pôrto Assis. Tertúlia literária dialógica e alfabetização freiriana: encontros possíveis. 2019. 141 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2019.