Formas de vida da mulher em letras de canções brasileiras: as práticas semióticas do cotidiano nos séculos XX e XXI

Pós-graduação em Linguística e Língua Portuguesa - FCLAR

A ficção portuguesa contemporânea na revista Colóquio Letras: seção “Recensões Críticas” (1971-2013)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Escrita em ação: intelectuais e nação na Revista de Derecho, Historia y Letras (1898-1916)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Condicionantes da criação e desenvolvimento do curso de Ciências Sociais da Faculdade de Filosofia Ciências, e Letras de Marília

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Das letras às telas: a tradução intersemiótica de Ensaio sobre a cegueira

Pós-graduação em Letras - FCLAS

O ensino da escrita no último ano da Educação Infantil: práticas convertidas ao traçado das letras excludentes à noção de símbolo

The theme of the writing learning in childhood education has conquered space in academic works, which occupy in analyze and understand how this process in contexts of meaning and not more before the mechanics of learning letters. Thus, in this work, it constitutes general objective to investigate whether and how the practice of teaching of oral and written expression in the last year of child education promotes the development of the symbol (sign) in children, so necessary to the learning of writing from inside to outside. The questions that served as the North for the study were the following: the teaching of writing, in the last year of child education, is organized to promote the development of the symbol (sign) in children? Which and how the ratings graphics made by children demarcate the stage of development of their writing? For its implementation, a bibliographic research was performed, using as a theoretical support for the prospect of Psychology socio-historical, especially authors as Vygotsky (1984), Luria (2001), Oliveira (1995) and Mello (2005). In addition to this was performed the empirical research of qualitative approach, according to his purpose. The data were collected by six instruments: systematic observation and direct in the classroom; audio-recording; records in a field diary, annual teaching plan of the school; lesson plan weekly and material produced by children, result of write activities. By means of the analysis of these data, we note that the writing has been worked from outside to inside, as an imposition, practice that opposes the theory of Vygotsky, already that the writing has been tackled in a way mechanical, in contexts not significant, with focused practices to the trace of the letters and copy of words, exclusive to the notion of symbol. This result points to the emergence of changes in education of writing in childhood education, without which becomes inglorious the search for a pedagogy of writing aware and...