Caminhos para propor aprimoramentos nas práticas de leitura e escrita em uma escola de ensino médio do interior do Ceará: um novo olhar para a Escola Semente da Liberdade

Abstract

This dissertation was developed within the scope of the Professional Master's in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Evaluation of Education at the Federal University of Juiz de Fora (CAEd / UFJF). The management case studied used the reading and writing practices of a regular high school in the state of Ceará as its object of study. We present, through qualitative analysis, the problems in the consolidation and construction of the school's reading and writing processes. From the initial mapping of data and pedagogical actions carried out at the school, it was realized the need to restructure the reading skills practices performed there. Then, the following guiding question was raised: what pedagogical actions can be developed by EEM Semente da Liberdade in improving the reading and writing practices of its students? Through this guiding question, we outline the general objective of the research: to identify and understand the main difficulties in reading and writing practices that occur in the institution from the perspective of New Literacy Studies (NLS). Derived from this proposition, we plan as specific objectives: i) to describe the difficulties of high school students, in reading and writing, from the interpretation of the data presented in the large scale tests; ii) to analyze the reading and writing practices implanted or not implanted in the school and its impact on the student's development; iii) propose an action plan that seeks significant improvements in existing reading and writing practices and contemplates diversified methodologies and pedagogical tools to be used to promote effective and quality education in the institution. The data found during the initial phase of the research confirmed problems in the acquisition of reading and writing skills at school and generated a search for the agents that caused the situation. Keeping in mind that the reading and interpretation processes are fundamentally important in the students' lives, and lags in these fields cause losses in other areas of education, including socially, this work was directed to find its causes. It was used as research instruments: semi-structured interviews with Portuguese teachers and coordinators, and a focus group with students from the final years of high school, in which all participants were members of the school studied. For the analysis of the data generated, we used, as a theoretical framework, authors in line with the precepts of literacies such as Street (2012, 2014), Rojo (2009, 2012), Kleiman (1995, 2005), and Soares (2009). We identified an exacerbated focus on large-scale tests and their reference matrices, which had repercussions on the school's pedagogical actions, projects, and practices. We also verified a gap between teachers' and students' conceptions about the reading processes existing in the institution. These results were discussed in three axes of analysis: i) multiple literacies: literacies events and practices in EEM Semente da Liberdade; ii) multiliteracies: application of different technologies in the classroom; iii) reading and writing practices. We recommend, through suggestions for practices based on literacy theories: implementation of teacher training courses, expansion of two existing projects at school, proposing a debate on curriculum restructuring through electives and strengthening of reading practices.