Alfabetização e letramento de crianças em situação de vulnerabilidade social - casas de acolhimento

Abstract

This research focuses on literacy and literacy development in children from socially vulnerable backgrounds, particularly those living in foster care under state protection. The main objective is to investigate how the education of these children develops, whose needs are often more centered on ensuring safety and protection than on the educational process. Specific objectives include analyzing the history of foster care in Brazil, the impacts of these children's life experiences on their literacy, identifying factors that facilitate or hinder this process, and evaluating the pedagogical practices implemented in foster care institutions. The methodology is characterized by a mixed-methods approach (quantitative and qualitative) of an exploratory and descriptive nature, using bibliographic research and a questionnaire applied to educators and technicians working in these institutions. The data analysis follows the principles established by Gil (2008), seeking to relate the collected information to theoretical references relevant to the topic. The theoretical foundation is based on authors such as Charlot (2000), Silva (2013), Rizzini (1995, 2004), Paulo Freire (1996), Baptista (2006), and Assis and Farias (2013), as well as official documents such as the guidelines of CONANDA and CNAS (2009) and the Child and Adolescent Statute (ECA), and literacy theorists such as Magda Soares (2003, 2026), Ana Teberosky (1999), and Antunes (2003, 2009). The research results aligned with the initial inquiry, which investigated how education is provided for children in vulnerable situations in foster care. It was observed that the staff of these institutions strive to ensure that these children have access to learning, however, the success of this process does not depend exclusively on them. It is hoped that the results of this study will provide a deeper understanding of educational practices in foster homes and the challenges faced by these children in the literacy process. The work also aims to contribute to the formulation of future more inclusive and effective pedagogical strategies that promote the integral development of these children, overcoming the barriers imposed by the situation of social vulnerability.