Narrativas de crianças sobre suas relações com a escrita ; Children’s narratives about their relationships with writing

This thesis, located in the Education field, brings the results of research whose objective was to investigate the relationship between children and writing while learning to write, at a public school in the municipality of Sobral. It was assumed that when narrating, orally or in writing, their experiences with writing, children would reveal how they understand their relation to the literacy process, bringing eventual contributions for theoretical-methodological and policy proposals at the school. In that sense, the research sought to elucidate the following questions: Which formative experiences are narrated by children in the context of learning to write at a public school whose learning achievements point to a high level of literacy proficiency? Which elements are identified by children as important in learning how to write? What does a school with high literacy proficiency promote for equity in learning to write during the literacy process? The investigation was based on the epistemological and theoretical principles of the (Auto)Biographical Research in Education, according to Passeggi (2014; 2016; 2020); it was inspired by the studies by Paulo Freire (1996; 2015) about literacy as an emancipation process; it considered writing as a modality of language, according to Ferreiro and Teberosky (1999); Ferreiro (2015); Morais (2012); Luria (2013); Soares (2015; 2016); and evaluated as paramount to school management the promotion of equity in education, as proposed by Ribeiro (2012; 2013). Twenty elementary school children participated in the research, from five 2nd grade classes at Emílio Sendim School, in Sobral-CE, a municipality whose educational experience is a reference national, among other aspects, due to their high evaluation index in IDEB, in the early years, from 4.9 in 2007 to 8.4 in 2019. The corpus consists of narratives, oral and written, created by the 20 children who participated in ludic reflexive conversation circles, throughout eight months; a narrative interview with the school’s pedagogical ...