A leitura na perspectiva de Bakhtin e suas possibilidades na formação do leitor: na educação infantil e no primeiro ano do ensino fundamental

Overall, in Brazilian schools, the concept of reading does not take into account its possibilities and its meaning for life. But read is assigning meaning to something , make sense, interact with the text read. Thus, the present study addresses the mechanical reading, that without contextualization, performed on a technique by joining letters and syllables loose and also reading social use, consisting of statements, dialogism , polyphony and heteroglossy. It is known that the mechanical reading brings undesirable consequences, including learning problems, such as lack of attention, concentration, memory, imagination. When the reading is taught in a systematic way, with only the goal of the code decoding of written language, destroys social perspectives and intellectual development. It is common, when you offer the children a book, there the difficult disinterest of textual interpretation, because there is no attribute meaning to the content, and even the ability to interact with the text. With the interest in studying the dialogic reading this and the statements and genres, the present study was based on several authors: Bakhtin (1988, 2000), Schneuwly and Dolz (2000), Faraco (2009) and Ponzio (2009) Jolibert (1994), Bajard (2002; 2007) Foucambert (1997) Martins ( 1985) and Smith ( 1999). Aim for this study the following research question: what are the contributions of Mikhail Bakhtin's theory to the teaching of reading from kindergarten through the first grade of elementary school? Our hypothesis is that if they are guaranteed to pre -school and elementary school beginners diversified materials and new approaches in teaching reading and encouragement to her, will be developed in children a taste for the act of reading, so that they can assign meaning and significance, making reading part of their lives...

Caracterização do desempenho de escolares com e sem dificuldades de aprendizagem em tarefas de consciência fonológica

Learning to read and write at an early stage is the process of transferring the sound form of the spoken language for the graphical form of writing, a process, a time that in our system of alphabetical called writing, the letters are graphical representations in the level of phoneme. So that this representation occurs, it is necessary that the individual already can of some form perceive and manipulate the different sonorous segments of the word. This capacity of perception directed to the segments of the word calls Phonological Awareness. Thus, it was established had for objective to verify the pertaining to school performance of 1ª to 4ª series with and without of learning in Tests of Phonological Awareness. Fourth children with age average of 9 years and 3 months without learning disabilities had been submitted to the Protocol of Phonological Awareness (CIELO, 2002) using of this instrument had participated of this study 80 pertaining to school of both only the phonological tasks. The data received from quantiqualitative approach whose results were extracted inferences. The statistically significant results occurred in the tasks of Realism Face Detection, Syllables, Detecting Phonemes, Phonemic Synthesis and Reversal Phonemic. Based on the results we observed that children without learning difficulties performed better on all tasks mentioned above

Um estudo longitudinal sobre as hipersegmentações de palavras escritas nos anos finais do ensino fundamental

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A segmentação não-convencional de palavras em textos do ciclo II do ensino fundamental

This paper deals with unconventional segmentations of words in texts produced by students of the last four years of elementary school. The main hypothesis is that these data allow us to observe the characteristics of written and spoken utterances. Through analysis of data on prosodic constituents, we argue that students deal with (conflicting) hypotheses on the organization of unstressed syllables into prosodic constituents: metric feet, prosodic word and clitic group. We found evidence that unconventional spellings have their main motivation in the difficulty of students to assign the status of written word to grammatical items that are prosodic clitics.

Sândi vocálico externo no Poruguês Arcaico

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Análise de registros ortográficos de consoantes soantes no início da alfabetização

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Characteristics of the acquisition of sonorant consonants orthography in Brazilian children from a São Paulo municipality

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O francês como língua de ritmo silábico: um estudo de caso das suas características acústicas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Transposições ortográficas e estrutura da sílaba na escrita infantil

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O atraso na retroalimentação auditiva e seus efeitos nas disfluências típicas da gagueira

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Coordenação gestual na produção de encontros consonantais em crianças com desenvolvimento de linguagem típico e atípico

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)