Banca de DEFESA: ANA CLÁUDIA ÂNGELO ÁVILA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ANA CLÁUDIA ÂNGELO ÁVILA
DATE: 30/11/2021
TIME: 09:30
LOCAL: Google Meet
TITLE:

LITERACY IN THE COVID-19 PANDEMIC: an ethnographic case study in a first-year class during Remote Education.

KEY WORDS:

Literacy, Pandemic, Covid-19, Remote Learning.

PAGES: 245
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research offers an investigation around how the remote teaching process occurred in
a literacy class, from schools in the the state of Minas Gerais, in the city of São João Del
Rei, during the pandemic. We took as main objects of study the interactions - between
teachers, families and students - and the main material used in the teaching process of
reading and writing during the situation of social distance caused by the threat of the new
coronavirus - the 1st year study plan of Portuguese Language Tutoring (PET). With this in
mind, we carried out an ethnographic investigation, whose main question is: “How did the
interactions occur during the literacy of a 1st grade class, in a remote learning, with the 1st
year Portuguese Language Tutored Study Plan, which made all this process in the State of
Minas Gerais? ”. To try to find answers to this concern, we followed three paths: (1)
bibliographic review of some of the main theoretical perspectives on literacy and its impacts
on public policies; (2) document analysis of the 1st year Portuguese Language Tutoring
Study Plan; (3) data collection, through online classes of a first-year class, interviews with a
teacher from the observed class, and meetings with a group formed by other teachers and
researchers who developed similar research in other classes. These teachers shared with
the rest of the group reports of their experiences, as well as all the planning, interactions,
messages, strategies and materials used in this new scenario. Some of the results we
arrived at with this investigation were: family members represented the great link of
interactions between teachers and students; the children hardly appeared in the process,
fulfilling the role of mere recipients of the material that arrived ready-made; new means of
communication were accessed, such as videos and the Whatsapp group, but they appear
only as vehicles for transmitting content; how activities developed by the teacher were not
mandatory; according to the teacher, the class did not build almost any learning; PET was
a priority and mandatory resource for remote learning; the focus of literacy in this material
was on the smaller units of the language, almost always in a mechanical and
decontextualized way, meeting even as references cited or appropriated by the material
itself; remote learning represents banking education, denounced by Paulo Freire, in its most
acute form.

BANKING MEMBERS:
Externa à Instituição - ANA CAROLINE DE ALMEIDA - IFRJ
Interna - 1490352 - BRUNA SOLA DA SILVA RAMOS
Externa à Instituição - GABRIELA MEDEIROS NOGUEIRA - FURG
Presidente - 1477033 - MARIA DO SOCORRO ALENCAR NUNES MACEDO