Avaliar na alfabetização: uma reflexão sobre as dificuldades docentes

Our work leads up to the context of evaluation during alphabetization process as a moment of an educational action cycle that requires planning, teaching and learning of reading and writing. It aimed to research the difficulties lived by teachers of a public elementary school during the specific task of evaluating children in the alphabetization process. This qualitative research took place as a case study at Emília Ramos Municipal School, in Natal, capital city of Rio Grande do Norte State, Brazil. Semi-structured interview and questionnaire were used as fact-gathering proceedings. Two pedagogical advisers and seven teachers formed the group of research subjects. All of them worked with elementary school first cycle classes, in that school, in the year of 2003. The analysis shows that teachers difficulties concern to theoretic questions of conceptual and methodological orders, although these questions indicate an important knowledge of teachers about alphabetization and evaluation. Our reflection about these problems articulates two points: alphabetization and evaluation. Concerning alphabetization, we took reference on Psychogenetic studies of Ferreiro and Teberosky (1985) which emphasizes fundamental points for a coherent evaluation practice: a) objective knowledge is not a beginning data; it is a construction process, which the learner does not conquest step by step on a linear way; b) objective knowledge acquisition happens through a global re-construction, and some of them may seem mistakes if we consider conventional writing but these mistakes are constructive and necessary. We also took reference on Interactionist-constructivist theory. Here, Vygotsky (1984) proposes that writing must be specially understood as language, symbolical activity, cultural practice. So, acquisition of writing process, as language learning, must be understood as a development of abilities relative to symbolical and communicative activity of sense production. On this way, Hoffmann (1994) advises that is necessary to overtake current evaluation practices, limited by their terminality character, only pointing right or wrong questions. According to a new paradigm, valuation appears as one of the mediations by which teachers must indicate re-ordination of pupil s knowledge, and re-organize their own practices too. The comprehensions of these questions plays decisive part in order to overtake our difficulties in evaluating. Besides, it points a way to build a coherent valuate practice, with an emancipating character and able to create new teaching-and-learning situations, leading to a better alphabetization Pedagogy

O Programa Pró-Letramento e a formação de alfabetizadores: repercussões nas concepções e práticas de professores cursistas

This paper intents to investigate the repercussions of the Pró-Letramento - Alphabetization and Language Course Program in the practices and conceptions of alphabetization of learning teachers, according to their own perspectives. The program, part of the National Formation Network of the Education Ministry, in partnership with public universities since 2006, is destined to aid the formation of teachers acting in the first three years of public basic education, with the goal of qualifying them to work with alphabetization and improve quality of learning processes and results. This investigation adopted the qualitative research paradigm as well as the Case Study methodology, being our empirical field a Belém do Brejo do Cruz/PB public school. The subjects are five Program graduation female teachers, including the tutor-trainer and four graduated teachers that already teach in the first three years of basic education. The data, gathered with documental analysis, individual and collective semi-structured interview, and non-participant observation, were analyzed according with Speech Analysis principals. Based on those principals, we intersected teachers enunciations, observation sessions registries and the Program s propositions and built interpretations based on theorization taken as fundaments of the investigation, among which we highlight: studies on a criticalreflexive perspective of a teacher s formation; continued formation as a permanent development process; the principals of historical-cultural approach on alphabetization processes and development with the centrality of language; alphabetization in a interactionist approach. The analysis focused on the Program s repercussions: 1) in the teachers conceptions about: 1.1) learning; 1.2) Alphabetization and literacy; and in the practices and conceptions related to: 1.3) alphabetization in a literacy perspective and 1.4) appropriation of the writing system. The corpus analysis evidenced relations of continuity and discontinuity, approach and distancing between the teachers conceptions and the Program s propositions, as well as conceptions/significance of their speeches and related or observed practices. Observing teachers elaborations evidences the repercussion of the Program s formation, whilst also showing gaps and mismatches in their appropriation process in concepts/assumptions as well as teaching propositions. These mismatches involve interaction relationships between teachers and students, with their possibilities and limitations surrounding the Program s knowledge objects complexity, also linking to the social, economical, political, and cultural conditions that involve both the implementation of the Program in each context and the conditions in which alphabetization in public schools are developed, demanding permanent and accompanied formation processes, investments to improve work conditions and valuing teaching

Alfabetização de crianças e jovens: superando desafios da inclusão escolar

This work has its genesis in the life of a teacher. It contemplates the report of a great story that expresses the political will of anonymous people who sought/seek to overcome challenges and prejudices, a joint effort to make real the right to literacy. The reported story was developed in the Pedagogic Clinic Teacher Heitor Carrilho, Natal-RN which, concerned about the sentence of 'unable to learn the written language' attributed to children and young public school students, decided to invest in overcoming prejudices and fight against school failure of these underprivileged. The problem that motivated the study was thus set up: What particularities characterize a pedagogical practice which aims to teach literacy to children and youth from public schools, considered not capable of learning the written language? What theoretical and methodological procedures are shown as a boost to literacy in the development of a pedagogical practice systematically targeted to reflect the perspective of educating those students in public schools? Aiming to answer these questions, we conducted a qualitative research having as methodology, Life Stories and Research/Formation. For the construction of the data, it was decided to use the participative observation, semi-structured interviews and document analysis. Guided by the principles of content analysis the data analysis was built, from which emerged two categories: theoretical and methodological procedures aligned to the major axes of literacy and Procedures of the specific theoretical and methodological fundamentals of literacy. As subsets of the transverse procedures others were seized: didactic-pedagogic procedures; social affective procedures. Regarding these ones, the research shows the importance of the teacher to build a relationship of listening to the students and their families in order to organize the pedagogical work, looking at multiple dimensions of the subject: the intellect, the creative, the affective, moral, noting that between the methodology and didactics or as part of it, the links built represent great opportunities to promote literacy. Regarding the specific procedures, others were built: procedures that emphasize oral communication, procedures that favor writing and procedures that privilege reading. Under these procedures, the results of research show that you can only promote literacy if the teacher provides the students effective conditions of understanding the principles of alphabetical notation from the use of various kinds of texts, leading them to comprehend and use them in different contexts. Therefore, instructors must meet the learners' prior knowledge, their language, and the learning real needs that will bring new challenges consistent with their possibilities. The research confirms the importance of the Educational Support extra school. However, it is essential to emphasize that it is a function of the school to promote literacy for all students in the early years of schooling. It is recorded, however, that for the implementation of this desire, we must break the school model characterized by a rigid tradition, in which there is only room for those who learn the content taught in a minimum time. Unfortunately, despite the discourse of inclusion and ensuring the right to education, the school remains exclusive and selective separating the school learning of interpersonal relations and social integration and performance. On the one hand, research showed the difficulties of conducting studies and/or strategies that address the particularities of children and young people believed not capable of learning. On the other hand, the political commitment and motivation have increased the perception that it is possible to mitigate the existing deficits in the educational context, beginning with the everyday teaching practice, in which new knowledge can be learned, methodologies can be improved and, despite everything, the educational success can be built

A Proficiência escritora em matemática trabalhada nos livros didáticos dos 4º e 5º anos do ensino fundamental

Universidade Federal do Rio Grande do Norte

Aspectos linguístico-ergonômicos em rótulos: avaliação da linguagem verbo-visual de rótulos de embalagens para alimentos achocolatados

We have been living in a world of packed products. The package and the labels support the companies to communicate with the customers in addition to give protection, storage and convenience in proportion to the products that move in the price list. The labels mainly add up a value which helps the companies differ their products and increase the value of the brands among the final customers. However, the information given in the label are not clear sometimes. It displays a verbal-visual defective language resulted from a poor visibility, legibleness and comprehensibleness of the verbal and visual marks. The aim of this research is to verify, according to the costumers‟ view, the level of the clarity in the informative texts, harmony and ergonomic conformity of the package labels in the chocolate powder of the Claralate brand, considering the linguistic aspects presented on the labels. The criteria to evaluate the chocolate package selected were based on the linguistic field: the organization and the structure of the text derided from the classification of the textual genre; the clarity and the comprehension of the language utilized on those labels. From the ergonomic view, the informative and ergonomic conformity, based on the following requirements: legibility, symbols, characters, reading fields and intermission of the written lines. Therefore, the research done july 2007 and added july 2011 had a structured questionnaire in the interview put to the 118 customers of the chocolate package that go shopping in one of the two supermarkets in Floriano, Piauí São Jorge and/or Super Quaresma. The main results of the investigation show that the linguistic aspects in the informative texts of the labels provide the customers‟ expectancy partially, while the consideration of the informative ergonomic analyzed can contribute to the improvement of the information and consequent visual progress of those, on the labels of chocolate package investigated. As recommendation towards the maker of the product, the outcome of the research indicates: harmonize the proportion of the letters and numbers; enlarge the letters size; make the visual information more comprehensive determined by the reading field; put the expiry date in a better visual place

Especificação e implementação de uma linguagem para transformação de modelos MOF em repositórios dMOF

This work presents the specification and the implementation of a language of Transformations in definite Models specification MOF (Meta Object Facility) of OMG (Object Management Group). The specification uses a boarding based on rules ECA (Event-Condition-Action) and was made on the basis of a set of scenes of use previously defined. The Parser Responsible parser for guaranteeing that the syntactic structure of the language is correct was constructed with the tool JavaCC (Java Compiler Compiler) and the description of the syntax of the language was made with EBNF (Extended Backus-Naur Form). The implementation is divided in three parts: the creation of the interpretative program properly said in Java, the creation of an executor of the actions specified in the language and its integration with the type of considered repository (generated for tool DSTC dMOF). A final prototype was developed and tested in the scenes previously defined

Objetivos e conteúdos no ensino de física para adultos: um estudo de caso

The dissertation presents the learning, production and results of a study with a group of adult students of a high school level class in a night time public school at the Zona Oeste district of Natal-RN. As a teacher of Physics of these adult students, whose age is between 17 and 65 years, we felt the need to deepen our knowledge about the specifics of these students and build ways of teaching which would lead to a more significant educational process beside them. Among these ways of teaching, we emphasize, first, the performance of an extra-class activity that triggered the students' oral narratives about their life stories. Such narratives have led us to prioritize, as goals of teaching: socialization and the rescue of the search for a permanent learning, self-esteem and skills development to promote the exercise of autonomy. The students' previous contacts with the country life showed to be extremely significant for their memories and motives, suggesting the theme "Nature" to be adopted as a matrix for generative themes to be adopted during the teaching and learning moments with them. Considering these results, we construct a teaching proposal for continued work with the class, with which we chose the "Climate" as a guiding theme of this proposal, here presented and analyzed. In addition to a movement between problematizations developed in a thematic framework - through the initial questions of the students -, and those in a more conceptual approach - that we induced -, we have adopted as central methodological aspect the use of oral and written language, both as an exercise of dialogue, Freire's perspective, such as a structural element of cognitive processes, the perspectives of Vygotsky and Bakhtin. The development of the proposal was registered by audio and teacher and students´ regular written records, for 1 month and a half. As positive outcomes of the proposal, we emphasize the changing attitudes of students, showing a significant increase of their initiative in participating of the classes, besides a creative and critical use of arguments during the situations studied

Um estudo sobre o ensino-aprendizagem das demonstrações matemáticas

Demonstrations are fundamental instruments for Mathematics and, as such, are frequently used by mathematicians, math teachers and students. In fact, demonstrations are part of every Mathematics teaching environment, because Mathematics considers something true when it can be demonstrated. This is in contrast to other fields of knowledge that employ observation and experimentation to validate truth. This dissertation presents a study of the teaching and learning of demonstrations in Mathematics, describing a Teaching Module applied in a course on the Theory of Numbers offered by the Mathematics Department of the Universidade Federal do Rio Grande do Norte for mathematics majors. The objective of the dissertation was to propose and test a Teaching Module that can serve as a model for teaching demonstrations. The Teaching Module consisted of the following five steps: the application of a survey to determine the students‟ profiles and their previous knowledge of mathematical language and techniques of demonstration; the analysis of a series of dialogues containing arguments in everyday language; the investigation and analysis of the structure of some important techniques of demonstration; a written assessment; and, finally, an interview to further verify the principal results of the Teaching Module. The analysis of the data obtained though the classroom activities, written assessments and interviews led to the conclusion that there was a significant amount of assimilation of the issue at the level of relational understanding, (SKEMP, 1980). These instruments verified that the students attained considerable improvement in their use of mathematical language and of the techniques of demonstration presented. Thus, the evidence supports the conclusion that the proposed Teaching Module is an effective means for the teaching/learning of mathematical demonstration and, as such, provides a methodological guide which may lay the foundations for a new approach to this important subject

Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática

This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed to develop a proposal for teaching, substantiated by mathematical modeling activities and reading, which takes advantage of the student of elementary school a better understanding of mathematical language for the content of proportion. We also aim to build / propose parameters for the assessment of reading proficiency of the language of the student in analyzing and modeling process, its ability to develop/improve/enhance this proficiency. For this purpose, we develop a qualitative research, with procedures for an action research whose analysis of the data is configured as Content Analysis. We refer to epistemological and didactic, in the studies: Piaget (1975, 1990), Vygotsky (1991, 2001), Bakhtin (2006), Freire (1974, 1994), Bicudo and Garnica (2006), Smole and Diniz (2001), Barbosa (2001), Burak (1992), Biembengut (2004), Bassanezi (2002), Carrasco (2006), Becker (2010), Zuin and Reyes (2010), among others. We understand that to acquire new knowledge one must learn to read and reading to learn it, this process is essential for the development of reading proficiency of a person. Modeling, in turn, is a process which enables contact with different forms of reading providing elements favorable to the development here mentioned. The evaluation parameters we use to analyze the level of reading proficiency of mathematical language proved to be effective and therefore a valuable tool that allows the teacher an efficient evaluation and whose results can guide you better in the planning and execution of their practice

Formas e função do discurso do outro no gênero monográfico

The present work investigates related discourse in rewriting discursive practices, at monographic works specifically at the theoretical foundation section. Focalizing some discursive strategies of voice management (direct and indirect discourse and modalization voice) we detach the introduction way and function of cited discourse. To do so, it were analyzed eighteen monographic works: nine of them final graduation works and other nine specialization works seeing that each works belonging to the same student, in two different stages, in the period from 2003 in graduation conclusion to 2005 in the end of specialization course. The data reveal that the monographic writer/student emphasizes the use of direct discourse in graduation works while in specialization works there was an emphasis at indirect speech. The analysis the way they introduce cited discourse pointed out that writer/student in graduation course such as specialization student make meaningless constructions when they do not use discendi verbs, they demonstrate difficulties inarticulate citing discourse with cited discourse. In what is related to functions of cited discourse we verify that the student/writer, in both stages or levels give emphasis to the function maintain an assertion, indicating that other s discourse serve mainly as a resource of authority just because that this function reveals the absence of a dialog between student writing and cited discourse. In a general way, the forms of other s discourse claim a form of writing that is found starting from a sequence of cited discourse in what student/writer voice in graduation and specialization comes to text surface just few times, but most of the times, the student takes other s words as they were themselves, every time there is an overlap of author/source

Aí marcador de especificidade de SN indefinidos: um estudo funcionalista com implicações para o ensino

This body of work aims to describe and analyze the behavior of the Aí specificity marker of indefinite Noun Phrases (NP), one of the many functions this linguistic item is developing in contemporary Brazilian Portuguese. From the Functional Linguistic theory perspective, the North American declivity, this project intends to outline the possible grammaticalization trajectory taken by the Aí specificity marker. It will be followed from its function as a spatial deitic up to its integration of indefinite NP, and the action of the fundamental principles of the theory, such as iconicity and informativity, will be observed on the use of this item. Following this, Aí specificity marker behavior will be described in respect to various linguistic and social factors: type of text where the occurrence is encountered, language modality in which the latter is produced, syntactic function developed by the NP specified by Aí , the existence or lack of material intervening between Aí and the NP nuclear noun, informational status of the NP adjugated to Aí , and finally, sex, education and age of the speaker. The occurrence of conversational implicatures will also be verified (GRICE, 1982) within the contexts of Aí specificity marker use. Reflections on the teaching of grammar will be made, as well as on the possibility and validity of working with noun phrase specificity markers in elementary and high school Portuguese language classes. The data used in this research project stem from Corpus Discurso & Gramática A língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998), and from Corpus Discurso & Gramática A língua falada e escrita na cidade do Rio de Janeiro (VOTRE; OLIVEIRA, 1995)

A melancolia em A Asa Esquerda do Anjo

O termo melancolia, como foi mostrado em todo o decorrer do nosso trabalho, principalmente no histórico da melancolia, é um termo, por excelência, escorregadio. De várias facetas, a melancolia pode vir a designar desde patologia, passando por inspiração filosófica, para desaguar num modo de ver a vida, como bem nos coloca Denílson Lopes em seu livro Nós os mortos: melancolia e neo Barroco (1999). A Asa Esquerda do Anjo (LUFT, 2005) é uma obra que já nos acompanha há algum tempo, pois desde a graduação estudamo-la. Em torno da protagonista, chamada de Gisela pela mãe e Guísela pela avó, circula toda a trama desse romance moderno. Tentamos visualizá-la nos três capítulos da dissertação. No primeiro, focalizamos a obra sob o aspecto de uma possível estética da melancolia, tendo por base teórica Marie Claude Lambotte (2000). Depois, elaboramos algumas linhas sobre as perdas da protagonista que do enredo emergem. Por fim, demonstramos Gisela pelo aspecto de múltiplas faces. Sabendo que uma obra literária é infinita em seus significados, cremos que A Asa Esquerda do Anjo (2005) suscita outras nuances. Isto nos dá a certeza que não é um texto acabado, finalizado. Estas nuances poderão ser estudadas, pesquisadas em uma outra oportunidade por nós ou por outros leitores de Luft. A fim de estudar a melancolia em Gisela, fundamentamos nossa dissertação com os estudos de Freud (1980) a respeito do tema. Este faz uma análise comparando a melancolia ao luto, para poder chegar, assim, a um denominador comum, já que o termo é flexível em seus significados. Freud e alguns outros autores no campo, tais como, Bataille (1980); Benjamin (1984); Erickson (2003); Klein (1971); Kristeva (1989); Lino (2004); Peres (2003); Santos (2005), Scliar (2003), pois, nos auxiliaram em nossas pesquisas e direcionaram melhor o nosso olhar sobre a obra. Acreditamos ter alcançado nosso objetivo estudar a obra A Asa Esquerda do Anjo (LLUFT, 2005) pelo foco da melancolia e suas nuances. Gisela é um personagem inacabado. Em seu discurso ela deixa isto bem nítido. Assim também, não buscamos respostas prontas, com teor de acabamento. O fechar da história está nas mãos do leitor. Mas, à medida que reiniciamos nova leitura, percebemos algo novo, que pode ser extraído da obra, do personagem, da trama. É neste abrir/fechar que a própria Gisela sussurra: Vem, vem, vem.... Ao chamar a todos nós, chama também para um novo caminhar com ela, em suas perturbações subjetivas e sua ausência de respostas. Ao aceitarmos este convite, fica difícil retornarmos pelo mesmo caminho de antes. É necessário, então, junto com este ser de papel, rever nossos passos, para, enfim, redimensionarmos nossa escrita acerca de nós mesmos e (por que não dizer?) do mundo que nos circunda

O significado dos símbolos e dos signos de noites do sertão

Les symboles et les signes de Noites do Sertão, de João Guimarães Rosa, contient l étude d une édition de cette ouvrage, publié par Livraria José Olímpio Editora, en 1975. Un éditeur arrêtée. Notre priorité c est montrer au lecteur les dégradations résultants d altérations ou d omissions qu on vérifie dans les publications postérieurs; d une manière spécifique, les éditions mais récents. Dans le primiere chapitre, notre recherche privilégie l analyse et l explication de las inscirtions qui sons enregistré dans la partie exterior, ou dans la couverture de ce livre. Le deuxième chapitre traite des réflexions sur ce qui se réfère au revers de la couverture, dans le côté gauche: les énigmes dont l auteur utilise avec l intention de bien idiquer au lecteur orientations pour envisager les aspects des narratives. Combien, nous méditerons ici sur la signification des épigraphes de cette ouvrage; sur les noms des personnages les plus importants et sur la connexion de ce livre avec autres textes littéraires. Dans le troisième chapitre nous explicitons la rélation de contiguïté avec cette ouvrage et le platonisme. O Chapitre quatre s occupe d étudier toutes cettes symboles vérifier ici sur la pérspective de la vision Junguienne (C.G.Jung); et dans le cinq, analysons les relations possibles de cette ouvrage avec autres livres du même écriteur. Finalement, nous présentons un vocabulaire qui est très importants pour la compréhention des mots mais compliqué dans ce texte écrit pour João Guimarães Rosa

O espelho dos hieróglifos: da ruína das letras egípcias à sua reinvenção quimérica entre os séc. XV e XVII

This master thesis is an overview of how the Egyptian writing became a ruin, and then was mythunderstood by the Western culture through speculations based on its figurative appeal or by its magical nature this invention results not only in new idea of writing, but also in many graphical experiments which take part in the creation of the Renaissance and Baroque visual identity

A vária máscara de Joana : melancolia em perto do coração selvagem

Entitled Joana s several mask: the melancholy in Perto do coração selvagem, the work is divided in six parts: the first one consists of the elaboration of a theoretical sketch about the melancholy that it offers the presuppositions that orientate the work, it is a short introduction about the study of the melancholy, a report until our time, the against-depressive ones and the arrival of the melancholy in Brazil and their particularities; the second part raises the theme of the melancholy, deepening its conception until what is called creative melancholy spread by Walter Benjamin, it serves as anchor for Clarice s writing and as a potential force for the processes lived by the characters of this writer; the third part examines Clarice Lispector s method emphasizing important points of production related to the theme of the melancholy, her style is the psychological analysis; the last one parts (fourth, fifth and sixth parts) are divided in topics that illustrate the conflicts, in most of the time contradictory, of the protagonist Joana, as well as, her difficult interaction with the things and the people that surround her. The fragmentary writing, the being's essential searches, the proximity with the death, the multiplicity of voices of feminine, De profundis, surrealist images, the incessant search for the thing , trips, epiphany, the flaw in the language, the taste of the badly, everything starting from melancholy - transformation and creation tool. The work about melancholy (Freud, Benjamin, Kristeva), it s place of ambiguous and contradictory movements. It is a trip that leads to several corporal and psychological sensations of Joana, enigma-scenes to be deciphered and conflicting images that make you wake up for a critical vision of the modern society. Since the beginning, something pulses without stopping, an incessant memory and the search for something that is lost. We are before recyclings of the interior/exterior, pain/pleasure, visions, abyss, ecstasy in the future and an exit through the melancholic light