Reading and writing in the cycle of

Patrícia Moulin Mendonça

This research seeks understanding the processes and effects produced by insufficient writing and reading learning of third cycle students from elementary level of "Plural School" - political project from the city school system in Belo Horizonte, implemented in 1995 - which proposes inclusion and guarantee of studentsrights. The researcher examined the alternatives schools adopted to treat studentsdifficulties along school period and understand the processes which led to third cycle studentsinsufficient reading and writing learning. Survival school strategies they adopted and the school contribution in studentsinclusion/exclusion processes in the reading world were also analysed. Two schools of the city system in Belo Horizonte were the locus of research. In each of them, 4 students who had the mentioned characteristics and who had been studying there since 1st grade were chosen. The research was realized during the second semester of 2004, through semi-structured interviews with teaching professionals, studentsfamily and the students themselves. Whenever possible, other data about studentsperformance along school life were collected. The research showed school inability to deal with failure and the presence of these students in advanced years of elementary school makes educational codes which are related to current school culture different from what it should be. Thus, new demands and new obstacles are created. It was also possible to observe the multiple factors which confirm failure configuration: social condition, race and gender aspects, familiesfragile condition to respond to school demands and inability of government to guarantee basic survival conditions to people in social exclusion condition.

Reading and writing in the cycle of "Plural School": a study of directions / Ler e escrever nos ciclos da Escola Plural: um estudo de trajetórias

AUTOR(ES)

DATA DE PUBLICAÇÃO

RESUMO

ASSUNTO(S)

ACESSO AO ARTIGO

Documentos Relacionados