Projetos de letramento: uma proposta para a ressignificação da produção escrita na escola

Pós-graduação em Letras - FCLAR

O ensino da escrita e o desenvolvimento das pessoas com deficiência intelectual

This article proposes a theoretical reflection on the development of children with intellectual disabilities, regarding the importance and necessity of the process of learning the written language, from a historical-cultural point of view. For this approach, the course of development of a child disabled or not will occur according to cultural and social conditions experimented by him or her. Therefore, concerning the child with intellectual disabilities, his cultural condition, in dynamic relationship with the obstacles placed in its special condition, will be the source of his development. If the development of higher psychological functions is realized through the use of tools and if the people with intellectual disabilities present an inability to use these tools, there will be the need for aids so they can learn to use them in order to train and develop their psychic functions. In this process, education and written language acquisitions are fundamental ways of accessibility to the cultural world, a wider significance of communication in the world and to oneself. In short, the educators' comprehension about the importance of intentional teaching of written language and the historical process that envolves its development represents a fundamental contribution to the process of humanization of children with disabilities.

Uma proposta linguística para o ensino da escrita formal para surdos brasileiros e portugueses

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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...

Alfabetização e letramento: a cultura escrita de alunos que iniciam o ensino fundamental II

As the Elementary School expanded quantitatively at the end of last century, a new social debate started on the quality of the education offered in public schools. Among many concerns and questions, there was the quality of literacy of the young people that finished the Basic Stage of Education. Federal documents drawn up over the last years, such as the National Pact for Literacy at the Right Age, defend that the obligatory literacy takes place until the end of the third grade of Elementary School. Based on this, it is intended that, at the end of the 5th school year of this education step, the students master the social practices of reading and writing that let them pursue their literacy process in the following school years. In this sense, the present study intended to observe and think over how the alphabetization (reading and writing technology acquisition) and literacy (using of written language in different social practices) processes happened at the end of the Elementary School I. In order to exploit to the full the meanings and conceptions involved in the presented theme, it was decided, methodologically, to elaborate a qualitative research, in where the adopted procedure was data survey and bibliographic research of authors that conceptualize, explain, relate and distinguish alphabetization from literacy. Next, it was performed a documental research based on laws and other Federal documents, from the State of São Paulo and from the municipality of Rio Claro-SP, observing the established discussion with the studied academic productions, as well as attributions given to the public school to perform the process of alphabetization and literacy. The visitation of these papers was also considered necessary for the understanding of expected knowledge, capabilities and skills of the student that finishes Elementary School I. In the last stage of the research, with the purpose of thinking about the level/kind of alphabetization...

Os projetos de leitura e escrita e a formação de leitores e produtores de textos: uma experiência com professores do ciclo I do ensino fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Alfabetização e letramento: as nuances desses fenômenos por meio dos gêneros do discurso

Literature sample that the basic literacy with literacy differentiates the development of the citizens forming them to act in critical way in society. This research had as objective to analyze nuances of the basic literacy process and literacy of a pupil who little if express verbally, in the classroom, having the discursivos sorts as entered. Case study is about a research of qualitative interpretativa boarding of the type. The data had been collected by the following instruments: systematic comment, interviews with three professors of the citizen, daily of field and written production of the citizen. The results of the research point, on the other hand, with respect to the education of the writing and initial reading that if restricts to the basic literacy concept as technique of the writing, codification and decoding, without advancing for the basic literacy as apprehension and understanding of meanings. On the other hand, they point that the initial writing is organized to reach only the independent literacy, while the ideological literacy is distant of the pertaining to school universe, in the initial years of Basic Education

A abordagem histórica do letramento: Ecos da memória na atualidade

The word literacy acquired a polysemy spectrum which put it away from the notion of social and historic process, at the same time that associates it to codification and decodification of writing. Concerning to this last perspective, we would have nothing to add. However, we sustain, in this paper, considering Pêcheux´s Discourse Analysis and Lacanian Psychoanalysis approaches, that there is a conception of literacy as a phenomenon which influences indirectly individuals and cultures for whom the competence of writing is not established. In this sense, the concept of literacy is larger than alphabetization. As an evidence of this proposal, we analyze a text written by a student, that demanded him to write about a context distant from his own, and, to do so, he mobilized places from the archive and from his particular memory, showing a singular knowledge of writing culture, even though his text presents interpenetration of oral an writing forms, aspect that is not allowed by those who defend an a-historical conception of literacy. We discuss that the student’s text ran away from the reduction of a merely pedagogic ideology and reflects a discursive coherence in face of the challenge that was proposed to him. By the end of this paper, we propose that the teachers should search for devices that make easier for their students to write texts in which their authorship could emerge.

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.

A literatura no Ensino Fundamental - anos iniciais: entre o prazer emancipatório e o escolar pragmático

The Children's Literature is an invaluable tool for human formation, ethics, aesthetics and politics, as well as serves as an instrument for the formation of interdiscourse and transforms teaching procedures of text written production. Then, the investigation of how the literature is being worked in school. Therefore, in this work, constitutes the general objective, to investigate how the teaching of Children's Literature is organized in the early years of elementary school and if that organization promotes the development of literary literacy of the student, and language skills written and the reader behavior, making it critical on several topics. The question that served as a north to the research was the following one: is Teaching Children's Literature, in the early years of elementary school, organized to develop the literary literacy while acting as a catalyst tool for learning to read and write? Have been established the following objectives: a) describe how the teaching of children's literature is organized (teaching routine) in the 1st, 2nd, 3rd, 4th and 5th years of elementary school ; b) identify the literary genres that have worked in each school year, describe how they are worked out, analyze whether this work is related to the teaching of writing and the nature of that relation ship; c) verify if the Children's Literature teaching procedure seeks ways to articulate literary activities with the establishment of the interdiscourse as content for writing the textual production. The methodology that was included was the field research, from a qualitative interpretation approach and it had as direct data source the natural environment in which it was developed the teaching of Children's Literature. The work presents data results analyzed according to the concepts of Aesthetics of Reception (Iser, 1977; Jauss, 1977), and the functions of Literature, according to Candido (2000), Yasuda (2004), among others. From the results were extracted

A prática dos professores em relação à leitura e à escrita com alunos que ingressam aos seis anos de idade no ensino fundamental

Pós-graduação em Educação - IBRC

Histórias de famílias: processos de escrita por alunos de 7ª e 8ª séries do ensino fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Proposta construtivista em questão: analise da experiencia brasileira no ensino da leitura e escrita

Years after the constructivism theory was adopted by “Parameters for National Syllabuses”, the results have pointed to a worse performance in teaching and learning with regards to reading and writing. This article presents the conclusions proceeding from investigation about the probable reasons for the student’s lack of success in reading and writing, and its relation to Emília Ferreiro’s constructivism proposals. Interviews were made as well as sit in class observation were done, with twenty teachers at six Fundamental Level 1 schools in Ourinhos, SP State, in schools that had been awarded the best and the worst performance rating in the Prova Brasil-2005, with this objective: to know and analyze the teacher’s conceptions under their practices and their practices in the classes. The conclusion is: it is not possible to attribute the students’ lack of success in reading and writing; these studies showed that many teachers, most of them, have a non-constructivist concept of teaching and learning, it means that they do not apply Ferreiro’s researches.

O livro de Alzira

Aiming it contribute to discussions on teaching and learning of reading and writing, is presented, in the form of critical review, the analysis of textual configuration of the book Será que fui eu?, by Alzira Silveria. This analysis was developed based on the assumption that reading and producing written texts are specifically human activities whose function and importance beyond the boundaries of the school and change ways of thinking, feeling, will and act, promoting qualitative changes in process of human development and providing active participation in the public world of written culture, and therefore in society and history. This is the main “life lesson” that the author of the book teaches all interested in the subject, especially to school teachers responsible for teaching reading and writing, which can only be successful if and when they understand themselves as historical and social people who, also experience reading and producing written texts, not only as necessary acturties for their teaching performance, but rather as essential activities for human development, of people who are author of their own speech frow and about their life and history.

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)