Aprendizagem de alunos com deficiência intelectual do ciclo I do Ensino Fundamental: o desempenho em leitura e escrita e a formação de professores

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Efeitos do ensino sistemático e informatizado sobre comportamentos externalizantes concorrentes à aprendizagem de leitura e escrita

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

O processo de leitura e construção da escrita no primeiro ano do ensino fundamental

Não disponível

o ensino de leitura na escola: um olhar sobre as concepções de professores do 1º ciclo do ensino fundamental de uma escola municipal de Bauru - SP

This research is being read, thus rendering text on the pole of understanding, as a practice effective dialogue and therefore responsive through which the reader, author, text and context interact. To this end, the reader must turn their knowledge systems and relate them to the linguistic materiality. Thus, aimed to investigate whether the teaching of reading in the early years of elementary school literacy builds skills related to this cultural practice and its relationship to the conceptions of classroom teachers of reading, as well as the teaching and learning methodologies practiced in class classroom. Therefore, I base this research on the theoretical basis of linguistic studies and expository sociointeractionist redefine that, among other things, the concepts of language, genre and text. As for the methodological framework, this study followed the methodology of literature research and fieldwork. The fieldwork took place from the perspective of observing the pedagogical practice of teaching reading, in order to investigate how the educational activities are conducted in a reading room for the third year of elementary school, part of the municipal education Bauru- SP. Were used as instruments of data collection the questionnaire given to school teachers and the school studied the direct observation of teaching practice of one of these professionals. The results of data analysis indicate that the teachers surveyed know key content for teaching reading, as well as renovations of the theoretical and methodological studies of reading, with the consequence that the practices of reading done in the classroom limit the role of student as a reader and does not guarantee the formation of the reader

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...

Oficinas de leitura, interpretação e produção textual no ensino fundamental

This paper describes a project called “Development of educational workshops on text reading, interpretation and writing in elementary school”, which took place at the São Paulo State University (UNESP) with financial support given by the PROEX-UNESP (Pro-Rectorate of Extension). This project aimed to organize and run educational workshops on reading, interpreting and writing different genres for students enrolled at a public elementary school in São José do Rio Preto, São Paulo state. The analysis of the texts produced by the students unfolded the project into two essential approaches. In the first one, it was possible to identify problems and inaccuracies in language usage, which was the starting point to prepare the minicourses that would be offered. These mini-courses promoted a deep involvement of undergraduate students (in Portuguese Language and Literature) with the practice of Portuguese teaching at the school. In the second one, 5.468 texts, which were produced during the four-year project, founded researches whose goal is to describe processes in which there is a relation between speech and writing, and are based on a theoretical framework that values the multiplicity of literacies associated with social practices experienced by the students. Thus, this extension project aimed to articulate the service to the external community – in this case, public school students - to the internal community – undergraduate students in Portuguese Language and Literature.

O estudo das práticas de professores alfabetizadores no ensino da leitura e da escrita (1980 a 2005): o mudar é muito difícil

Neste artigo, apresentamos os resultados de um estudo que investigou o que as pesquisas dos Programas de Pós-Graduação em Educação do Estado de São Paulo produzidas entre 1980 e 2005, com foco nas práticas de professores alfabetizadores, dizem a respeito dos procedimentos, práticas e saberes que caracterizam a atuação desses docentes. Primeiramente, fazemos uma breve contextualização da alfabetização. Em seguida, destacamos a análise do corpus (8 teses e 32 dissertações) nos focos temáticos: procedimentos de alfabetização, práticas docentes e saberes docentes. Os dados apresentados neste artigo permitem apontar permanências e indícios de alterações nas práticas dos alfabetizadores e, consequentemente, nas pesquisas sobre essas práticas.

Medidas de controle da circulação do livro didático para o ensino de leitura e escrita em São Paulo: atuação da commissão revisora de 1918

In order to contribute to the understanding of the history of the teaching of reading and writing and the history of political movement of textbooks in Sao Paulo, Brazil, we present the results of the analysis of the documents produced by the Review Commission Textbook, established in 1918 by the General Board of Education of São Paulo State. This commission aimed to review which books among the already approved by previous committees, should continue as recommended for use in elementary schools in São Paulo. For this, the commission has prepared various reports, which are representative of the actions of the state government to control the circulation and use of textbooks in elementary schools in the early twentieth century.

Ensino da leitura no método intuitivo: as palavras como unidade de compreensão e sentido

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Organização e funcionamento do programa sala de leitura nas escolas da diretoria de ensino de Presidente Prudente

Pós-graduação em Educação - FCT

Perspectivas dialógicas para o trabalho com a leitura em sala de aula: letramento literário no ensino fundamental

Pós-graduação em Letras - FCLAR

Andersen e o ensino de estratégias de leitura: relações entre leitores e textos

Pós-graduação em Educação - FCT

Pedagogia histórico-crítica e alfabetização: elementos para uma perspectiva histórico-crítica do ensino da leitura e da escrita

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Resumo escolar no ensino médio técnico integrado integral: uma experiência de leitura e escrita em uma abordagem sócio-retórica

Pós-graduação em Estudos Linguísticos - IBILCE