Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator.
This work is the result of a doctoral research developed in the ethnographic perspective with the Apinayé, an indigenous people who inhabit the northern region of the State of Tocantins - municipality of Tocantinópolis, speakers of the homonymous language belonging to the Macro Jê Branch of the J...
| Autor principal: | Oliveira, Jocirley de |
|---|---|
| Idioma: | pt_BR |
| Publicado em: |
2023
|
| Assuntos: | |
| Acesso em linha: |
http://hdl.handle.net/11612/5508 |
| id |
ir-11612-5508 |
|---|---|
| recordtype |
dspace |
| spelling |
ir-11612-55082023-08-04T06:02:11Z Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. Oliveira, Jocirley de Albuquerque, Francisco Edviges Aspectos Contrastivos Letramento Alfabetização Bilinguismo Interculturalidade Contrastive Aspects Literacy Bilingualism Interculturality CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA This work is the result of a doctoral research developed in the ethnographic perspective with the Apinayé, an indigenous people who inhabit the northern region of the State of Tocantins - municipality of Tocantinópolis, speakers of the homonymous language belonging to the Macro Jê Branch of the Jê Linguistic Family, with the objective of identifying , discuss and analyze the Contrastive Aspects of Literacy and Bilingual and Intercultural Literacy Between the Mãtyk and Tekator Schools of the Apinayé São José and Mariazinha villages. Therefore, the study is justified and gains relevance as it points out possibilities of collaboration for the recognition of cultural and language diversity, in the school environment, at the same time that it is concerned with the development of learning in literacy, using of the dynamics of teaching practice. For the benefit of this, the theoretical basis of the work was based mainly on Albuquerque's research with the Apinayé people (2016), on Bilingualism and on Interculturality by Almeida (2011), on the writing of Ferreiro and Teberosky (1999), on the theoretical conceptions of Gonçalves (2009), in the proposal of Mortatti (2006), in the foundational studies of Neves (2009), in the literacy project of Kleiman (2007; 2009), in the linguistic multiplicity of Rojo (2009), and in the foundations and reflections by Soares (2007), through the National Curricular Reference for Indigenous Schools (RCNEI) and in the BNCC. Regarding the methodology, the research was collaborative and followed a qualitative, quantitative and ethnographic approach. And we used the field diary, semi-structured questionnaires, photographs, images and assessments applied to Apinayé students in the 3rd and 5th years as a basis for generating information. Through systematization and analysis of the data generated, the results achieved led us to the realization that there are differences and similarities in the teaching and learning practice of bilingual and intercultural literacy and literacy developed between the Matyk and Tekator schools. Considering also the dynamics that guided the research and based on the application of questionnaires with indigenous and non-indigenous teachers, we obtained information about the continuing education that the teachers participated, the pedagogical practice developed for the teaching of literacy and literacy. Also, through the application of structured assessments with students, we understand how learning has been built in this very important phase of Elementary School. Therefore, through the study developed, the information obtained and the reflections built, we established that there are contrasting aspects between the two schools, situated in the questions of reaffirmation of culture, in the valorization of the language, in favoring the use of previous knowledge acquired outside the school. , in the organization of teaching for the use of the first language and then the second language and in the replanning of actions for pedagogical intervention. Este trabalho é resultante de uma pesquisa de doutorado desenvolvida na perspectiva etnográfica com os Apinayé, povo indígena que habita a região norte do Estado do Tocantins – município de Tocantinópolis, falantes de língua homônima pertencente ao Tronco Macro Jê Família Linguística Jê, tendo como objetivo Identificar, discutir e analisar os Aspectos Contrastivos do Letramento e da Alfabetização Bilingue e Intercultural Entre as Escolas Mãtyk e Tekator das aldeias Apinayé São José e Mariazinha. Por conseguinte, o estudo justifica-se e ganha relevância à medida que aponta possibilidades de colaboração para o reconhecimento da diversidade cultural e da língua, no ambiente escolar, ao mesmo tempo em que se preocupa com o desenvolvimento da aprendizagem na alfabetização, utilizando-se da dinâmica da prática docente. Em beneficio disso, o embasamento teórico do trabalho fundamentou-se, principalmente, nas pesquisas de Albuquerque com o povo Apinayé (2016), no Bilinguismo e na Interculturalidade de Almeida (2011), sobre a escrita de Ferreiro e Teberosky (1999), nas concepções teóricas de Gonçalves (2009), na proposta de Mortatti (2006), nos estudos fundantes de Neves (2009), no projeto de letramento de Kleiman (2007; 2009), na multiplicidade linguística de Rojo (2009), e nos fundamentos e reflexões de Soares (2007), por meio do Referencial Curricular Nacional para as Escolas Indígenas (RCNEI) e na BNCC. No que diz respeito à metodologia, a pesquisa foi colaborativa e seguiu a abordagem qualitativa, quantitativa e etnográfica. E utilizamos como base para a geração de informações o diário de campo, os questionários semiestruturados, as fotografias, as imagens e as avaliações aplicadas com os alunos Apinayé do 3o e 5o anos. Mediante sistematização e análise dos dados gerados, temos que os resultados alcançados nos levou a constatação de que existem diferenças e semelhanças na prática de ensino e na aprendizagem do letramento e da alfabetização bilingue e intercultural desenvolvidos entre as escolas Matyk e Tekator. Considerando ainda a dinâmica que norteou a pesquisa e tendo como base a aplicação de questionários com os professores indígenas e não indígenas, obtivemos informações sobre a formação continuada que os professores participavam, da prática pedagógica desenvolvida para o ensino do letramento e alfabetização. Também, por meio da aplicação de avaliações estruturadas com os alunos compreendemos como vem sendo construída a aprendizagem nessa fase tão importante do Ensino Fundamental. Portanto, por meio do estudo desenvolvido, das informações obtidas e das reflexões construídas, estabelecemos que existe aspectos contrastivos entre as duas escolas, situados nas questões de reafirmação da cultura, na valorização da língua, no favorecimento do uso dos conhecimentos prévios adquiridos fora da escola, na organização do ensino para o uso da primeira língua e em seguida a segunda língua e no replanejamento de ações para intervenção pedagógica. 2023-08-03T12:40:56Z 2023-08-03T12:40:56Z 2023-08-03 OLIVEIRA, Jocirley de. Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. 2022. 238 f. Tese (Doutorado) - Curso de Programa de Pós-Graduação em Letras, Universidade Federal do Tocantins, Araguaína, 2023. http://hdl.handle.net/11612/5508 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Aspectos Contrastivos Letramento Alfabetização Bilinguismo Interculturalidade Contrastive Aspects Literacy Bilingualism Interculturality CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
| spellingShingle |
Aspectos Contrastivos Letramento Alfabetização Bilinguismo Interculturalidade Contrastive Aspects Literacy Bilingualism Interculturality CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA Oliveira, Jocirley de Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. |
| topic_facet |
Aspectos Contrastivos Letramento Alfabetização Bilinguismo Interculturalidade Contrastive Aspects Literacy Bilingualism Interculturality CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
| description |
This work is the result of a doctoral research developed in the ethnographic perspective
with the Apinayé, an indigenous people who inhabit the northern region of the State of
Tocantins - municipality of Tocantinópolis, speakers of the homonymous language
belonging to the Macro Jê Branch of the Jê Linguistic Family, with the objective of
identifying , discuss and analyze the Contrastive Aspects of Literacy and Bilingual and
Intercultural Literacy Between the Mãtyk and Tekator Schools of the Apinayé São José
and Mariazinha villages. Therefore, the study is justified and gains relevance as it points
out possibilities of collaboration for the recognition of cultural and language diversity, in
the school environment, at the same time that it is concerned with the development of
learning in literacy, using of the dynamics of teaching practice. For the benefit of this, the
theoretical basis of the work was based mainly on Albuquerque's research with the
Apinayé people (2016), on Bilingualism and on Interculturality by Almeida (2011), on the
writing of Ferreiro and Teberosky (1999), on the theoretical conceptions of Gonçalves
(2009), in the proposal of Mortatti (2006), in the foundational studies of Neves (2009), in
the literacy project of Kleiman (2007; 2009), in the linguistic multiplicity of Rojo (2009),
and in the foundations and reflections by Soares (2007), through the National Curricular
Reference for Indigenous Schools (RCNEI) and in the BNCC. Regarding the
methodology, the research was collaborative and followed a qualitative, quantitative and
ethnographic approach. And we used the field diary, semi-structured questionnaires,
photographs, images and assessments applied to Apinayé students in the 3rd and 5th years
as a basis for generating information. Through systematization and analysis of the data
generated, the results achieved led us to the realization that there are differences and
similarities in the teaching and learning practice of bilingual and intercultural literacy
and literacy developed between the Matyk and Tekator schools. Considering also the
dynamics that guided the research and based on the application of questionnaires with
indigenous and non-indigenous teachers, we obtained information about the continuing
education that the teachers participated, the pedagogical practice developed for the
teaching of literacy and literacy. Also, through the application of structured assessments
with students, we understand how learning has been built in this very important phase of
Elementary School. Therefore, through the study developed, the information obtained
and the reflections built, we established that there are contrasting aspects between the two
schools, situated in the questions of reaffirmation of culture, in the valorization of the
language, in favoring the use of previous knowledge acquired outside the school. , in the
organization of teaching for the use of the first language and then the second language
and in the replanning of actions for pedagogical intervention. |
| author_additional |
Albuquerque, Francisco Edviges |
| author_additionalStr |
Albuquerque, Francisco Edviges |
| author |
Oliveira, Jocirley de |
| title |
Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. |
| title_short |
Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. |
| title_full |
Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. |
| title_fullStr |
Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. |
| title_full_unstemmed |
Aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas Mãtyk e Tekator. |
| title_sort |
aspectos constrativos do letramento e da alfabetização bilíngue e intercultural entre as escolas mãtyk e tekator. |
| publishDate |
2023 |
| url |
http://hdl.handle.net/11612/5508 |
| _version_ |
1787134680925995008 |
| score |
11.753735 |