A leitura no processo ensino aprendizagem em escolas da rede particular, na 4ª série do ensino fundamental em Belém do Pará: Uma busca para além decodificação

O presente estudo está baseado na Metodologia fenomenológica, com pesquisa bibliográfica e de campo. Apresenta como objetivo geral, analisar como se desenvolve o processo de ensino e aprendizagem de leitura, assim como, os estímulos e a prática do ato de ler em alunos de tenra idade em escolas particulares de Belém do Pará, em turmas da 4a Serie, do Ensino Fundamental. Tendo como objetivos específicos averiguar o ponto principal de indagação está centrado na questão se a leitura prática é apenas o desenvolvimento dos códigos linguísticos aprendidos, ou buscar não somente o processo de decodificar, sem considerar os aspectos mais abrangentes como a interpretação do texto, direcionado para o leitor ativo e atuante na compreensão das ideias do autor. Tal questionamento a respeito do processo de aprendizagem da leitura em nível fundamental das escolas particulares de Belém do Pará foi perguntado por meio de pesquisas de campo, a professores, alunos e para a coordenação, utilizando como instrumento de coleta de dados, questionário com perguntas abertas e fechadas de opinião entrevistas e grupos focais. No decorrer deste estudo, nota-se que para formar leitores mirins, serão exigidos alguns requisitos importantes, como a escolha de bons livros e atividades norteadoras de estimulação em classe e até mesmo fora dela. Afim de que principalmente o aluno em fase inicial de aprendizagem, seja e sinta-se preparado e ainda, conscientizado da importância da leitura para o seu questionamento crítico, como cidadão do futuro. Para tanto, fatores que interferem no processo de leitura, tais como: títulos variados, histórias que versem a respeito do imaginário cultural, textos direcionados ao público infantil, que despertem o interesse do alunado, além de apenas lei os códigos linguísticos na aquisição do texto, sem obtenção dos critérios interpretativos, que este possa evocar. A leitura é tida pela sociedade em geral, como um fator que pode levar o individuo a descobertas de novos patamares e horizontes sociais, mas somente indo além do mecanismo na apresentação dos textos cm sala de aula, é que o professor poderá atingir os níveis de compreensão integral do sistema escrito. Ensinando a ler, com elementos fundamentais para a iniciação de leitura interpretativa e proficiente no ensino fundamental. ABSTRACT: The present study is based upon the Phenomenological Methodology, with field and bibliographic research. It presents as a main objective the analysis on how the teaching and learning educational process develop upon the reading skills, as well as the encouragement and practice of reading in students of young ages in private schools in Belém, state of Pará (Brazil), in fourth grade groups, in elementary school. Having set specific goals, the search is centered in the practical reading ability matter, and if such ability is of linguistic code development solely learned or the search of not only the decoding process, without taking in consideration the broadening aspects, such as text comprehension, targeting the active reader especially when it comes to the author's ideas. Such discussion regarding the reading learning process in elementary levels in private schools in Belém, state of Para (Brazil) is questioned by field research, teachers, students and the coordination, using as data collecting instruments, questionnaires with open and closed questions, interviews and focal groups. Along the study, regarding the formation of young readers, it requires some aspects, such as, the choice of good titles and in-class stimulating activities or even outdoor ones, so the students - especially the ones in the initial phase of learning- are and feel prepared and even conscious of the importance of the reading for their critical thinking- as a future citizen. Therefore, the factors that may interfere in the reading process, for instance, varied titles, stories that verse towards the cultural imaginary, texts directed to the young public, that awaken the interest of the student body, beyond the linguistic codes acquired in the texts, not obtaining the interpreting criteria that it might evoke. The reading is, by the society, a fundamental factor that might lead the human being to discovering new standards and social horizons, but only going further the typical mechanisms in presenting the texts in class, is when the teacher may reach the whole levels of comprehension of the written system, teaching how to read, with fundamental elements to the initial reading in elementary school.

Social competence and emotional comprehension: How are they related in children?

The developmental progression of emotional competence in childhood provides a robust evidence for its relation to social competence and important adjustment outcomes. This study aimed to analyze how this association is established in middle childhood. For this purpose, we tested 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Firstly, for assessing social competence we used an instrument directed to children using critical social situations within the relationships with peers in the school context - Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012); children were assessed by three sources: themselves, their peers and their teacher. Secondly, we assessed children’s emotional understanding, individually, with the Test of Emotion Comprehension (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004). Relations between social competence levels (in a composite score and using self, peers and teachers’ scores) and emotional comprehension components (comprehension of the recognition of emotions, based on facial expressions; external emotional causes; contribute of desire to emotion; emotions based on belief; memory influence under emotional state evaluation; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotion experience) were investigated by means of two SSA (Similarity Structure Analysis) - a Multidimensional Scaling procedure and the external variable as points technique. In the first structural analysis (SSA) we will consider self, peers and teachers’ scores on Social Competence as content variables and TEC as external variable; in the second SSA we will consider TEC components as content variables and Social Competence in their different levels as external variable. The implications of these MDS procedures in order to better understand how social competence and emotional comprehension are related in children is discussed, as well as the repercussions of these findings for social competence and emotional understanding assessment and intervention in childhood is examined.

Test of Emotion Comprehension: Exploring the underlying structure through Confirmatory Factor Analysis and Similarity Structure Analysis

Some decades of research on emotional development have underlined the contribution of several domains to emotional understanding in childhood. Based on this research, Pons and colleagues (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004) have proposed the Test of Emotion Comprehension (TEC) which assesses nine domains of emotional understanding, namely the recognition of emotions, based on facial expressions; the comprehension of external emotional causes; impact of desire on emotions; emotions based on beliefs; memory influence on emotions; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotional experiences. This instrument was administered individually to 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Additionally, we used the Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012) to assess TEC’s criterion-related validity. Mean differences results in TEC by gender and by socio-economic status (SES) were analyzed. The results of the TEC’s psychometric analysis were performed in terms of items’ sensitivity and reliability (stability, test-retest). Finally, in order to explore the theoretical structure underlying TEC a Confirmatory Factor Analysis and a Similarity Structure Analysis were computed. Implications of these findings for emotional understanding assessment and intervention in childhood are discussed.