Formação de professores alfabetizadores: os efeitos do programa letra e vida em escolas da região de Assis

Pós-graduação em Educação - FFC

Escolarização inclusiva de alunos com necessidades educacionais especiais: um estudo de caso de um município paulista

Pós-graduação em Educação - FFC

Tutoria em leitura e escrita baseado no modelo de RTI – resposta à intervenção em crianças com dislexia do desenvolvimento

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

Cultura da Wikipédia como Política de capacitação compartilhada em meio digital de socialização do conhecimento

Presents a developing laboratory within History of Culture, subject taught in the Library and Archive Studies at UNESP (Marilia). The project is based upon the foundations of research line Information and Technology: students from the second under graduation year participate in the improving of 27 entries in Portuguese language Wikipedia. The aim is to capacitate for scientific reading and writing in digital media, habilitate for the information identification and recuperation and for the interpretation and understanding of formal and contents aspects and its reorganization. It includes activities of search, selection, remix and republishing of texts, images, audio and videos in the convergence of diverse hypertext information sources, supported by tutors with strategic abilities in digital environments. In this sense it was adhered to the international Wikipedia Foundation University Campus Ambassadors project. It’s also aimed to induce sharing and collaboration behaviors with the purpose of creating necessary habits for the informational empowerment in Brazil. As methodology is to optimize the work of individuals already trained in wiki culture and to create in within the subject information sharing programs with a more specialized bias, giving greater credibility to the digital environment. The environment syntaxes helps in the learning of the complementary skills of reading and writing and offers itself as an open repository from which information can be reused. It is, thus, an empowerment strategy in the search of autonomy and self reliance considering intersemiotic knowledge in the edition, visualization and understanding of information in the social web. A second step of a verifying research on the environment’s credibility after the consolidation and dissemination of the entries improvement work is proposed.

Aplicação do modelo de tutoria em tarefas de leitura e escrita para criança com dislexia do desenvolvimento

Developmental dyslexia is characterized by impairment in reading and writing as a result of changes in the cognitive-linguistic behavior. The goal of the research was to analyze and compare the performance on tasks of reading and writing in children with developmental dyslexia after a mentoring program. Participated in this study 15 children of both genders from 3rd to 7th grade public schools of a city in the State of São Paulo, with average age (M = 9.4) and (DP = 1.08) divided into GIexperimental group (7 children who received intervention) and GII – control group (8 children did not receive the intervention, they were matched according to sex and age group with GI). The children were subjected to the diagnostic survey of reading and writing and to the intervention program in Reading Recovery tutoring. The data regarding reading and writing tasks related to mentoring program were collected in CEES-Centro de Estudos de Educação e Saúde da UNESP. The results revealed statistically significant difference between the GI and GII, where children with dyslexia in the GI showed superior performance on the task of reading words and reading the book I in relation to children of the GII. It was concluded that the GI introduced significant advances compared to GII that did not receive mentoring intervention, demonstrating that due to variability of cognitive-linguistic profile of children with dyslexia, it is necessary to develop, mainly, in the school context programs with specific difficulties that focus on interventions of this population.

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)

Habilidades perceptivas visuais e qualidade de escrita de escolares com dislexia

OBJECTIVE: This study aimed to characterize and compare the visual perceptual skills and writing quality of students with dyslexia, with good academic performance, and to relate the perceptual visual motor skills and the writing quality of students with dyslexia, with good academic performance. METHODS: 40 students participated in this study; 35 males and 5 females, from 8 to 11 years and 11 months, who attended from the 3rd to 5th grade level of public municipal schools of Marília-SP, divided into two groups: Group I (GI) comprised 20 students with interdisciplinar diagnoses of dyslexia, and Group II (GII) comprised 20 students with good academic performance. The Visual Perceptual Skills Test - TVPS-3 and the Disgraphy Scale were applied. RESULTS: The results obtained from this study showed that the students with dyslexia presented difficulties in visual skills concerning discrimination and memory. Besides discrimination and memory skills, it was observed inferior performance concerning the relation visual spacial skills and steady form, and inferior performance in all the visual skills, when compared to the chronological age. However, the group of students with good academic performance has also presented inferior performance concerning the relation visual spacial skills and steady form. CONCLUSIONS: The study mentions that maybe schools do not invest sufficiently in activities which envolve visual experiences necessary for the enhancement of reading and writing. Although statistically significant difference was not observed between the groups concerning disgraphy, it iwas possible to observe that a higher amount of students presented disgraphy.

A aventura da escrita. A produção do diário como instrumento didático pedagógico ou de como as crianças escrevem e tecem considerações sobre o ato de escrever

The diary - considered here as a writing instrument that allows reflection of who reads and who writes - was chosen as a didactc and pedagogical, to follow the trajectory of the writing of the research subjects, which are 30 children, two groups of participants school support, offered by the ONG Núcleo Artevida, and have between 06 and 14 years of age. These children are also attending meetings of the municipal schools of the city of Rio Claro-SP, and in general, have difficulties especially in activities involving the practices of reading and writing. By the writing of the diaries, pretend to, beyond to follow the trajectory of the writing of these children, attend to theirs writing production – on the diaries - attending to what they say about the act of writing. The open pages of each book are invitations to readings, to possible readings. These readings indicate possible dialogical relations and dialogues, and indicated widespread practice of writing. Note that the written diaries is diferente of the school writing, because it doesn't carry the obligation of school tasks, and doesn't require forms, rules and pre-set styles.

A leitura promovendo o uso adequado da variação linguística e do letramento

This Work focuses the importance of children‟s literature with the insertion of authors‟ like Aesopo, La Fontaine and Monteiro Lobato in the early years of elementary school, so that children could develop their reading that could bring reflections about the use of the language. It entends to show that books can give kids maturity to notice that when it comes to language there‟s not righ or wrong, but contexts that they should fit, in so that they can communicate and decrease the language prejudice. The authors studied in this study are the ones who study the language, the importance of children‟s literature and language prejudice at schools. This work was done through quantitative and qualitative approach, divided into 2 parts, observation and interventions, the research could be in touch with the observed class and get information about the students. Later the researcher could act by telling stories and get data. A third-grade class in a public school in the year of 2010, was observed during the internship in the early years of elementary school compared to another fourth grade class of another public school. The results and analisis oh the data show kids‟ lack of contact with an appropriate children‟s literature, like the fables which are short tales with moral and romance like Emília no País da Gramática by Monteiro Lobato, would make it difficult to learn the production of consistent texts and appropriate language in different contexts. Schools play an important role for kids to be in touch with these good books, so they should have the main role in the children‟s development and background, making them able to be aware of the importance of reading and writing in their lives. Most of the children found it difficult to write texts, but in the end they reached a god level of language related to the proposed context, writing consistent texts, but the part of children still mistake and in literacy and language adaptation

Contribuições da leitura e escrita para a aprendizagem da matemática com textos de diferentes contextos

This work aims describe, through a phenomenological approach to qualitative research, which are the contributions of reading and writing of texts from different contexts for learning mathematics. For this purpose, we developed activities involving reading, writing and math in classes in the 6th grade of elementary school to a state school Guaratinguetá. These activities constituted the research data as part of the fieldwork. We analyzed the data following the procedures of this phenomenological research which they are described by Bicudo (1994, 2000, 2011), Fini (1994) and Machado (1994). We base our study on reading, writing and mathematics in Nacarato (2009), Lopes (2009), Smole (2000) and Fonseca (2005), among others. In the analysis, we seek to clarify how meaningful situations of different contexts, helping to develop skills in reading, writing and interpretation of the student, which in turn help the students at understanding mathematics. After the analysis of data, we named the two open categories: Difficulty of Expression and Communication Facilities. The interpretation of categories allows us to understand that there is, by individuals, a communicative intention that is expressed in the texts

Alfabetização no ensino fundamental de nove anos: avaliação discente e suas implicações para as práticas pedagógicas

This paper focuses data from discussions done with teachers who work with the three early years of nine-years elementary chool, in two Municipal schools of São Paulo inland, in order to investigate the students’ literacy degree. Considering a test applied to students of three early years of those schools, this study deals with the literacy performance results of 153 children of third school year. It also relates data of this test with some aspects that have characterized the literacy teachers’ practices. Initially, it presents considerations about the literacy process in extent of nine-years elementary school and some implications for the teachers’ practices. Then, it emphasizes the test results of third year students, pointing out what skills were already developed by them in literacy process and what skills must be improved. Results show that those children are not literated. They demonstrate difficulties in the appropriation of reading and writing skills, even in the third school year. It suggests the teachers’ need to reorganize their practices in classroom and to revise students’ literacy process, allowing to every student the full appropriation of reading and writing.

Infância e escola: desafios no ingresso da criança no ensino fundamental

In order to expand educational services in the country, were recently approved laws that changed the organization of schools and the population served by them, as was the case of Law No. 11.274/2006 elementary school that extended from eight to nine years, establishing the admission of children to this level of education to 6 years old. The research aimed to analyze the relationship between the legal text and the meanings of schooling and the specifics of childhood with the entry of children in elementary school. We proceeded to carry out theoretical research and documentation and with the main results we can state that: 1) referring to the childhood and school education, we can reflect on the period that includes the ages between 5 and 7 years, periods in which the child Brazil, according to new legislation can be met in kindergarten and compulsory from 6 years in elementary education, refers to the student at a time conducive to the psychological and cognitive investment in the development of imagination, thought through images, perception , logical reasoning, comparison and identification of elements of the property, creativity and playful and symbolic creations, 2) found that the formation of the 1st child. years of elementary school students is directed around the practices of literacy, with emphasis on the acquisition of reading and writing; Find out what this new educational context, schools are presenting great challenges due to the specifics of care for children six years in the first year Elementary School, showing gap between the law and the actual developments in the reorganization of schools.

Blogs para adolescentes e a articulação dos PCNs na produção escrileitora do ensino médio

The new National Curriculum of Basic Education in Brazil Parameters (PCNs- br) propose the curriculum reformulation of the High School in thematic areas encompassing competences and abilities. In this aspect the goal of this article is to verify the effects and meaning of the speeches posted on Folhateen's Blog (http://blogdofolha teen.folha.blog.uol.com.br/), to analyze if the practices of reading and writing, taken in this application, can be contemplated on the basic goals of the PCNs from the Languages area, codes and its technologies. It wonders of the using of media blogs for High School students as articulators of the Portuguese Language contents' study. It is possible to verify that the blogs offer its own languages and the expression of knowledge and power. They put the high school student before the articulation of several cross-cutting themes that promotes the interdisciplinarity. It points the need of a teacher's support so in a matted discursive voices the student won't be distracted, drift and paraphrase, but the interpretation and "new" methods of reading and polysemy. The theoretical framework is composed by the authors Foucault, Pecheux, Orlandi and Coracini.

Leitura, escrita e livro: determinantes de práticas culturais e desenvoltura social

In this article we aim to discuss the importance of reading, writing and the book in the subject’s performance in society. This discussion tries to put these elements in time and social space. Therefore we want to show how these cultural practices of reading and writing, combined with the book can determine the development of the subject, when able to access these technologies effectively. The expected results are the change of the superficial aspects and common sense about reading, books and writing. Hope that it contributes to the expansion of the discussions on these themes. We hope to collaborate to the discussion which is being developed within the educational context on reading, books and writing, and the relationship resulting from the development of the subject in society and their ability to read and write.

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)