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Previous issue date: 2017-08-18 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) === Ressalta a necessidade de compreender demograficamente alguns aspectos que circundam o letramento da popula??o de Ensino Fundamental. O objetivo ? identificar de que maneira uma a??o comprometida com a an?lise de redes pessoais contribui para perceber os n?veis de capitais cultural e social, respons?veis pelo letramento familiar e consequente sucesso escolar de alunos do Ensino Fundamental. Apresenta as percep??es demogr?ficas e a demanda escolar do munic?pio de S?o Gon?alo do Amarante/RN, ambiente de desenvolvimento da pesquisa. Proporciona um respaldo te?rico que exp?e o letramento com foco nas pr?ticas letradas do contexto familiar e no debate acerca do (in)sucesso escolar; revela o capital cultural e o capital social como propulsores do habitus de estudar; manifesta como as redes pessoais atuam nas a??es produzidas pelos atores de determinado grupo. S?o estudos proeminentes que demostram relev?ncia cient?fica, despertam novas perspectivas e colaboram para reflex?es cr?ticas sobre as pr?ticas letradas. A metodologia ? delineada por uma pesquisa explorat?ria de natureza quali-quantitativa que tem como fonte de dados os censos demogr?ficos e escolares, e as informa??es obtidas junto ? comunidade escolar. Dados prim?rios que foram coletados numa turma de 5? Ano do Ensino Fundamental atrav?s da aplica??o de question?rios e matrizes relacionais. Os procedimentos da pesquisa se apoiam na estat?stica descritiva, na sele??o de m?tricas de redes e na observa??o direta. Ao averiguar dados sociodemogr?ficos bem como estruturas e composi??es de redes pessoais, identificou-se que alunos de um mesmo contexto e com caracter?sticas sociais semelhantes possuem singularidades que os diferenciam nas pr?ticas relacionais e interferem no desenvolvimento do letramento familiar. Assim, as restri??es e as contribui??es para o aprendizado de leitura e escrita e, consequentemente, para o desempenho escolar s?o motivadas conforme as influ?ncias exercidas pelos atores que comp?em as redes dos alunos. Considera, ao final, que o desenvolvimento de a??es voltadas ao letramento familiar e elaboradas com base na an?lise de redes pessoais produzem conhecimentos significativos os quais podem transpor as barreiras do insucesso escolar, melhorar os indicadores e ampliar as proje??es educacionais. === It highlights the need to understand demographically some aspects that surround the literacy of the population of elementary school. The objective is to identify how an action committed to the analysis of personal networks contributes to perceive the levels of cultural and social capital responsible for the family literacy and consequent school success of elementary school students. It presents the demographic perceptions and the school demand of S?o Gon?alo do Amarante/RN, place of development of the research. It provides a theoretical contribution that exposes literacy with a focus on the practices of the family context and the debate about school failure, reveals the cultural capital and social capital as propellants of the habitus of studying, manifests how personal networks act in the productions of actors of a certain group. These are prominent studies that demonstrate scientific relevance, raise new perspectives, and collaborate for critical reflections on literate practices. The methodology is delineated by an exploratory research of a qualitative and quantitative nature that has as data sources the demographic and school censuses, and the informations obtained in the school community. Primary data that were collected in a class of 5th year of Elementary School through the application of relational questionnaires and matrices. The research procedures are based on descriptive statistics, selection of network metrics and direct observation. With the sociodemographic data and the structures and compositions of personal networks, it was identified that students of the same context and with similar social characteristics have singularities that differentiate them in the relational practices and interfere in the development of familiar literacy. Thus the restrictions and contributions to the learning of reading and writing and consequently to the school performance are motivateds according to the influences exerted by the actors of the networks of the students. In the end it considers that the development of actions aimed at family literacy and elaborateds according the analysis of personal networks produce significant knowledge which can overcome the barriers of school failure, improve indicators and broaden educational projections.
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