Leituras de Mundo, Saberes e Modos de Existência de Educandos e Educadores: contribuição para a invenção de modos de aprender e ler

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Accuracy in dictation after improvement of reading and copying skills in a student with learning difficulties

The aim of this study was to use systematic teaching in a clinical setting using software to teach reading and writing in one boy with learning difficulties and obtain accurate performance in dictation. In the pre-test, the student showed good performance in matching-to-sample tasks (96% in matching printed words to dictated words; 88% in matching pictures to dictated words), although he obtained a low percentage of correct answers in the dictation of constructed responses (52%) and manuscripts (24%). The teaching strengthened the selection of printed words matched to dictated words and copying words. The student obtained 100% correct answers in the teaching tasks. In post-tests of dictation, he obtained 100% correct answers in constructed response and 96% correct answers in manuscripts. The results indicate that carefully teaching copying may promote accuracy in the performance of responding to minimal units in dictation tasks.

Letramentos Acadêmicos e o processo de representação do graduandos em Letras na contemporaneidade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Como escutar os gritos de quem não consegue ler e escrever: percursos de um projeto de extensão desenvolvido pela UNESP

Data presented here is the result of an extension project developed by UNESP which aims to support children who complain about learning disabilities. These students with reading and writing problems were part on intervention sessions, individually and/or in small groups, in which different games and non-usual activities were implemented. These intervention sessions seek an improvement in the non-learning situation and, above all, a change in the relationship that the children have established with these school subjects. So far, the main results indicate a development in the mentioned areas and a significant improvement in the entire student learning condition, which were verified during the intervention sessions and by the teachers’ and parents’ reports, as well. We also present here reflections on the process of assessment and intervention and about the way these subjects are dealt at school, and the meaning of not learning how to read and how to write for a child.

A alfabetização sob o olhar da Teoria Histórico Cultural: sobre a necessidade e a atividade de estudo

Studies on activity and learning in the cultural-historical approach involves, most cases, the discussions on the higher psychological functions and areas of proximal and real development. Having said that our objective in this paper is to make a discussion about the activity of study and the concepts that involve the teaching of the mother language from the Historic-Cultural theory. We point this way, the importance of this approach in studies on literacy and knowledge of the activity of study as central to the creation of humanizing need of reading and writing, starting from the principle that the creation of needs requires the production of discourses, which have their materiality in the text.

Guia para a transcrição fonética do dialeto paulista

Designed to allow reading, the writing system is a form of representation of speech. However, it does not represent phonetic sounds exactly. This task is realized by phonetic alphabets, with specific phonetic transcriptions. The International Phonetic Association Alphabet (IPA) is most currently used. This alphabet is based on the articulatory possibilities of man. The aim of the present work is to write a phonetic guide to transcribe the Paulista dialect. A phonetic transcription is important in the creation of dictionaries and in the production of speech technologies. It has been established rules to guide the transcriptions. These rules have been defined taking into consideration a standard variety of Paulista dialect. The phonetic rules were set up to facilitate reading in relation to the spelling of Portuguese

Contação de histórias e educação crítica: uma proposta didática

This proposal offers a possibility of approximation of mathematical knowledge at the prospect of Critical Education defended by researchers such as Ole Skovsmose and Paulo Freire. Using storytelling as a methodological resource is intended to develop an activity that allows students to think critically about real-life situations that have democratic questions as ground. The research is part of the branch of mathematics concerned with the education goals of teaching mathematics in basic education. We discuss the relevance of an educational process that enables the development of a democratic competence in the first years of primary education by showing students that their classroom can and should be seen as a community, where everyone has rights and duties. The interpretation and understanding of real situations can be something very complex and uninteresting for students of that age, looking for an attractive feature such as storytelling, which is based on the tendency of Reading and Writing in Mathematics, proposed by Nacarato and Lopes; Cardoso and Fonseca. Adopting a phenomenological attitude in the research seeks to understand if the storytelling can contribute to the formation of the critical student. Assuming this perspective has developed a didactic sequence from the story 'o que os olhos não vêem' from writer Ruth Rocha. The student's writing, favored by the proposed sequence, subsidizes the understanding of their thinking and acting on the democratic situations

Práticas dialógicas em sala de aula: condição fundante do sujeito letrado

This research intend to situate the process of literacy as a practice interlocutive acquisition of written language, through which students interact with each other and the teacher, and through these interactions are constituted as a subject of dialogue and history. So he had as an aim to investigate through the key concepts of dialogism Bakhtin and discourse analysis, the possibilities of teaching and learning of reading and writing, using language in use, showing the dialogical practices in order to demonstrate that the verbal interactions that result from the actual discursive situations, actually originated in the classroom, from working with the genre can guide the teaching of reading and writing and its social use. Therefore, I base this research on the methodological framework of literature and field. This takes place in view of observed teaching practice related to the early years of literacy and, therefore, to investigate such activities are carried out that reading and writing during the teaching of mother tongue, as are utilized practices of orality and literacy in room classroom and, even if the teacher makes use of this type of language for the acquisition of written language. The results of analysis of data collected by the instruments used, namely, questionnaires, systematic observation and textual production of the students, point to the fact that the literacy teaching practices, classroom researched are far from forming a student literate because the fact of the teachers surveyed knew not the key content for teaching the language, means that they will lead to literacy, from the point of view of language as a monologic process.

Paulo Freire para crianças

The experiences lived in the Read and Write Program (Programa Ler e Escrever), through the scholarship project Public School and University at literacy (Escola Pública e Universidade na alfabetização), were the starting point for the preparation of this research. From this observations obtained in the classroom, it was noticed gaps present in the process of teaching-learning in the system imposed by the state government of Sao Paulo, preponderant factors to understand how and when children learn. This way, was noted that only one literacy proposal to be adopted by all schools revealed not being efective to meet different contexts, also disregards the individuality of each student. Thus, we applied the Paulo Freire's Method with children from Second year (Former First series) adapted in a playful way, during reinforcement classes at state shcool “Torquato Minhoto”, located in Bauru/SP. Sought to promote, properly, the comprehension of the language code and the development of learning in reading and writing. This manner, some barriers prevented a more thorough job covering a wider range of studantes over an extended period, however, the results were generally positives about the startup of literacy

Narrativa e experiência: percepções, práticas culturais e memórias de pessoas migrantes

Based in the contact with adults with little education that living in two suburbs of Rio Claro-SP, whose population is largely coming from other states, there were some questions, including: What are reasons for migration are pointed in the narratives of adults little schooling participants EJA classes? So, in the first moment of this research, we present some data collected through a questionnaire applied to students of EJA, we taking information about the state and county of origin of each student. In the second stage methodology was used Oral History pointed questions about the motives of migration reported by subjects who migrated, access and search for education and practice in reading and writing. It was also realized, an activity imagery (or walker interview) with the student, highlighting elements of the landscape of the neighborhood that brings memory's birthplace. Therefore, we present here the stories of women who had migratory experience

O ensino de redação em sites: diálogos em rede

We know that studies on reading and writing take place within the Linguistic for several decades and, with de computer, the language entered the network and this is opening a learning space for writing classes, no more reduced to a classroom but expanded to a universe that has no geographical boundaries, namely de Internet. Our research fits into this context and is part of the project The discourse on writing practices in contemporary Brazilian media: the art making, the pedagogical practice, and the production of meaning to develop discourse analysis on the practice of writing on sites dedicated to teaching and learning of this practice. The main objective of this research is to investigate the relationship between school attendance of redaction - made here as discourse gender, as you know Bakhtin - and the discourse of the sites that constitute our corpus. We set out the hypothesis that the sites are intended for the teaching/learning of writing seeking to create virtually teaching imaginarily conditions similar to those that exist in school attendance of the Portuguese language. We are interested in, therefore, observe, discursively, as the image is created of the interlocutors to which they are intended considering that the enunciators are not in front of those who occupy the place of real students, because they are virtual students. We, too, to know as the gender class manifested itself in those sites, as these sites dialogue with the face-to-face class in relation to ideology, the function of the teacher, the conception of language and writing. The constitution of the corpus was from search tools on the internet. The sites that we analyzed were: alunosonline.com.br, brasilescola.com.br, coladaweb.com.br, guiadoestudante.com.br, infoescola.com.br, mundoeducação.com.br, mundovestibular.com.br, português.com.br, professorjuscelino.com.br and redaçãodissertativa.com.br. The selection was qualitative, considering the...

Potencial Cognitivo Auditivo e vectoeletronistagmografia em escolares com dislexia e distúrbios de aprendizagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Funções trigonométricas elementares e tecnologia: algumas aplicações no currículo da rede pública estadual de São Paulo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O terceiro ano do ciclo de alfabetização no Ensino Fundamental de nove anos: o que dizem alunos e professores

Pós-graduação em Educação Escolar - FCLAR

Dificuldades de aprendizagem no contexto escolar: perspectivas para sua compreensão e superação

Inside my participation in the Teacher Education for the Educational Service of Students with Learning Disabilities extension project, which serves elementary school students which are presented by the school as students with learning desabilities in reading and writing, and in view of the large amount of material already published in relation of this issue it is necessary theoretical depth to better understand these entitled desabilities. Considering as how they are perceived and diagnosed by the school team, worked in the context of the classroom, understood by the parents and how these difficulties intefere in the lives of these students. It is known that due to these difficulties many students end up producing a feeling of school failure, a fact that leads, in many cases, to the dropout of these students. Given the need to discuss such pressing issues I present as the goal of this paper: characterize what learning to write and reading difficulties really are and speculate what are the possibilities of educational interventions within the school context to motivate and assist in overcoming the students‟ learning difficulties. Using resources such as a record notebook, activities already implemented, and leaning on the concept of school failure and learning difficulties, the metodology of this study is defined as documentary literature