TCC Letras-Português

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https://repositorio.ifal.edu.br/handle/123456789/49

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Navegando TCC Letras-Português por Assunto "Alfabetização"

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    Leitura e escrita na educação de jovens e adultos
    (2023-09-12) Silva, Jeovânio da; Brasileiro, Regina Maria de Oliveira; http://lattes.cnpq.br/4146119273576569; Agra, Christiane Batinga; http://lattes.cnpq.br/0715128190591513; Bastos, Alexandre Fleming Vasques; http://lattes.cnpq.br/7239157167819125
    The education is a basic and mandatory principle, as foreseen in the Federal Constitution of 1988, in the Law of Directives and Bases of National Education no 9.394/96. Therefore, it is necessary to guarantee a quality education for all people so that students can achieve their professional, ethical and moral goals as citizens. Education breaks barriers and makes knowledge reach the most different places and reach the most varied social profiles, in addition, education is the only way to combat inequality. The Education of Youth and Adults (EJA) in Brazil emerged through Decree no 6093 of April 24, 2007, whose objective was to make literacy something universal for everyone who did not start the literacy process or to those who did not complete their studies in a timely manner. And appropriate age. Lack of perspective in professional life and the need to work are just some of the difficulties encountered by students who arrive or who have not managed to reach the conclusion of their studies, adding that these perspectives and needs lead to school dropout and return to the process of Literacy has several psychological consequences, especially for those who are already at na advanced age, having to restart literacy practices.
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    Leitura e escrita: conquista de todos ou de alguns?
    (2021) Martins, Anamayra Alexandre Batista; Silva, Everton Marques da; Silva, Everton Marques da; Oliveira, Cristiano Lessa de; Santos, Wellinghton
    This research aims to reflect whether reading and writing are achievements for all or for some. The investigative methodology adopted was bibliographic research (GIL, 2002), once it allows us to revisit the existing literature on the topic investigated to make comparisons, as well as new researchers produce knowledge. In order to reach the outlined objective, we consider the theoretical contributions of Soares (2003, 2004, 2006, 2010, 2017), Cagliari (1995, 1998), Morais (1996, 2004, 2005, 2012), Freire (1999), among others researchers. Concerning the discussion on the right to education, we analyze the National Pact for Literacy in the Right Age – PNAIC (BRASIL, 2013) and the National Curricular Parameters for the teaching of Portuguese Language - PCNs (BRASIL, 1996) at basic education level, which discuss reading and writing as a right for everyone. In addition, we investigate the Law on Brazilian Education Guidelines and Bases – LDB (BRASIL, 1996), the Brazilian Child and Adolescent Statute – ECA (BRASIL, 1990), the National Education Plan 2014 2024 – PNE and the Constitution of the Federative Republic of Brazil (BRASIL, 1988). In relation to the inclusion of pedagogical practices aimed at developing literacy in basic education, we consulted the documents of the Centre for Literacy, Reading and Writing (CEALE) from the University of Minas Gerais and the National Common Curriculum Base – BNCC (2017). This research concluded that despite the improvement in literacy practices in recent decades, there is still progress to be made to ensure the effective teaching of literacy for all citizens.
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    Poronga: uma luz em meio a resistência na floresta amazônica
    (2026-02-26) Galvão, Laura Melissa de Oliveira Santos; Maia, Willianice Soares; https://lattes.cnpq.br/0338504323994119; Santos , José Carlos Lima dos; https://lattes.cnpq.br/5328411913838068; Ávila, Fábio Geraldo de; https://lattes.cnpq.br/5555689965117482
    This study analyzes the Poronga Project as a significant experience of popular education in the Brazilian Amazon, conceived by Chico Mendes during the socio-environmental struggles of rubber tappers in the 1970s and 1980s. Developed in a context marked by land conflicts, the expansion of large estates, and accelerated deforestation, the project integrated youth and adult literacy, political awareness, and territorial defense. The research is grounded in critical pedagogy, particularly Paulo Freire’s theoretical framework, as well as in literacy studies as a social practice and sociolinguistic perspectives that value orality and linguistic identity. Furthermore, the study proposes an analytical reading of the Poronga Project through the lens of the analytical literacy method, emphasizing the centrality of socially meaningful words and learners’ lived experiences in the learning process. It concludes that the Poronga Project represents both a pedagogical and political legacy, demonstrating that education rooted in territory and committed to socio-environmental justice can function as an instrument of emancipation, resistance, and social transformation.