Flutuação na segmentação de palavras: relações entre constituintes prosódicos e convenções ortográficas na escrita infantil

In this paper, we analyzed situations where (a) one vocabular structure showed in two different ways in the same text or (b) had erasures. These structures fluctuations were extracted from texts written by children that, when the registers were done, were second graders of elementary school. Concerning the results, we verified: (1) that more than one prosodic constituent showed in the basis of fluctuation of vocabulary structures; and (2) that at least one of the limits of orthographic words was maintained in fluctuation structures. These results point to the recuperation done by writers with information they have access due to their insertion in (1) oral practices and (2) literacy practices.

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.

Concepções de 'palavra' em escolas de educação infantil

We searched for which conceptions twenty-three Kinden garden teachers would have of “word”, as well as for “echoes” from these conceptions in their 4-6 years old pupils. Essentially all the teachers showed a graphic and semantic conception of “word”. “Echoes” from these conception were detected in part of their pupils. The other part of children showed a conception in which could be detected enunciative, pragmatic and discursive aspects of language. Conception of teachers indicates ruptures between their pedagogic activities with literacy and their pedagogic activities with language unities such as word. These ruptures, however, not necessarily were made by part of children, who seems integrate language and literacy.

A complexidade da coda silábica na escrita de pré-escolares

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O material didático para alunos surdos: a literatura infantil em libras

The reading of history is a fundamental part of early literacy for children as part of the goals for all children's education. The wheel of history or storytelling is an important moment of great help in the cognitive development of children, including a child with disabilities. Searching the accessibility of communication is that the present study aimed to make accessible in Brazilian Sign Language (LIBRAS) the book O Penuginha by Luiz Vitor Martinello. To facilitate the achievement of this objective, it was considered appropriate to develop a descriptive study following the methodology of qualitative research, to survey the literature on how learning takes place in the Portuguese language by deaf students. This study resulted in a DVD with video recording with the translation of the book O Penuginha in LIBRAS and the narration of the book in Portuguese. Therefore, this project became relevant as the paradigm of the twenty first century is the inclusion of all people in different scenarios and the school is one of the first places where the removal of barriers is essential

Educandas do PEJA em conversas sobre a língua inglesa e sua influência no cotidiano

This paper was developed through literacy events (Barton, 2000) about English language, understood as a social practice of writing and reading. The subjects involved in this research were women, between forty and seventy years old, students of a Young and Adult Education Project (PEJA) that occurs at UNESP/Rio Claro, whose are looking forward to conclude basic school. We intended to see in their speeches reflections about the English language presence in our society and how they deal with this foreign language. Thus, we optimize this contact exposing those women to daily situations where English language was present. To foment dialog and ideas discussions, we brought to the classes common elements, materials such as street advertisements photos with words in English. We noticed that most students recognize the constant English presence and, even they never had formal English education, they were able to establish relations between the uses of English words in everyday Portuguese at most different spheres of life. And, at many times, foreign word comprehension is related to English words use instead of a native one leading to an English naturalization process in the Brazilians speeches world.

A práxis docente fundamentada no programa ler e escrever potencializada pela proposta de educação freiriana: uma confluência em discussão

This study presents results a research held in the framework of, literacy projects and the process of formation of critical consciousness (instances considered, research, literacy essential to the process) and was based on the theory and design education and literacy of Paulo Freire, as well as theories that deal with the acquisition of the writing system and the process of social literacy. The objective is to see how the process of literacy and literacy for children of elementary school second, through teaching practices arising from the current state program, Read and Write and analyze the processes of formation of conscience in this age group, from the educational concepts of Paulo Freire. Was aimed also consider and describe the possible confluence between the pedagogical praxis based on state curriculum and educational proposals frerianas. For the survey, we used the field study of exploratorydescriptive and the methodology developed in three stages, namely: literature review, field research in locus, and data analysis. The instruments used were literature review and annotated by syntheses, systematic observation recorded in field notebook; open a questionnaire, and protocol of semi-structured interview. The survey was conducted in a state school in the city of Bauru, in a classroom of second year of elementary school, I cycle and the research subjects were a literacy teacher and 18 students in that room. This study developed a historical overview of literacy methods, and present the concepts of literacy and literacy in which it is based. The survey results indicate that, on the literacy practices, proposals and guidelines of the Reading and Writing Program meet the expectations which they propose to achieve, on the literacy practices in the classroom are used various kinds of texts, however, not explored are the social aspects of production, ...((Complete abstract click electronic access below)

Ciranda pedagógica: o ensino de Ciências e as atividades práticas nas séries iniciais do ensino fundamental : a elaboração de uma proposta

O objetivo deste projeto foi identificar as necessidades referentes às atividades práticas/experimentais no ensino de Ciências nas séries iniciais do ensino fundamental e realizar oficinas de formação continuada aos professores para suprir essas necessidades. Para isso, elaborou-se um questionário que foi aplicado a 129 professores das séries iniciais em 10 escolas municipais de Botucatu, com perguntas sobre dados gerais e atitude sobre o Ensino de Ciências/atividades experimentais. Os resultados mostraram que 69,77% dos professores não sabem o que é o letramento científico; os conteúdos mais desenvolvidos são: Corpo Humano (12,62%), Animais (11,07%), Água (10,68%), Plantas (10,10%), Meio ambiente (9,9%) e Higiene (9,32%). As maiores dificuldades para desenvolver o conteúdo foram: falta de material (28,32%), não saber elaborar/desenvolver atividades práticas (22,12%), falta de local (11,50%), falta de tempo (7,96%) e falta de conhecimentos do professor (9,73%). Sobre a freqüência de práticas, 58,06% utilizam ―às vezes‖. As maiores dificuldades para o uso de práticas são: falta de material (28,42%), falta de local (26,32%) e falta de conhecimento do professor (9,47%). As práticas utilizadas com maior freqüência são recursos – vídeos, textos – (29,41%), temas (19,12%) e atividades de campo (12,50%). Nota-se que faltam cursos de atualização e de conhecimentos básicos sobre ciências aos professores, que realizam poucas práticas com seus alunos e afirmam ter falta de conhecimento sobre ciências. Os dados serviram de referência para a elaboração de uma proposta de oficinas para professores, enfatizando-se a importância do ensino de ciências e das atividades práticas. Foi, ainda, elaborada uma apostila para os professores, que podem ser realizadas em sala de aula, com materiais de fácil acesso.

O uso social da leitura e as práticas pedagógicas em sala de aula: construção de conhecimentos e formação de leitores

This research aimed at studying the social role of reading, its importance in building knowledge and training of readers, as well as reflect on the teaching of reading in schools, with children in the literacy process. For their achievement, were used as theoretical support authors who are dedicated to the study of language, thematic reading, and phenomena that occur through it in the school environment, especially those of Bakhtin, Kleiman, Chartier, Foucambert, among others . The research was carried out using the approach of qualitative research, using participatory action research, through which the researcher could have direct contact with the observed phenomena, to participate and collect the participants' actions in its natural context, the from their perspective and their views. As for collecting and analyzing data, we used the tools of questionnaire, interview and participant observation. Its subjects a literacy class and their respective teacher, in 2009. By analyzing this information, one can draw a picture of reading in the school environment and teaching practices that surround this object. The results of the literature survey and data analysis suggest that reading is a social practice, and as such has indispensable social function in society today. And the school, one of the greatest instruments of contact with the world of letters, therefore, of reading for children means not literate, have key role in developing and training of readers who are aware of the importance of reading and perpetuate this practice in their daily lives. Similarly, subjects of research, have achieved an advanced level of literacy and understand the social role of reading and its importance to live in society, in which they belong

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.

Inclusão escolar de um aluno com autismo: descrevendo práticas de alfabetização em uma escola pública - ciclo I

Learning the written language has been the subject of research and study of various sciences in recent decades, in the same way that inclusion in regular education of students with disabilities such as autism, also has been the subject of discussions in the academic and even political. However, it can be observed that these two topics are disjointed, despite the importance of ownership of the system of writing by students with autism, because that would be a way to facilitate social interaction, which is the principal difficulty of this students. This research intend to describe the inclusion process of a student with autism into a common room of the initial years, in a public school, observing which are the strategies used by the teacher in the literacy process, as well as analyze the collaborative process developed by the researcher. The methodology was a qualitative and collaborative research, the kind of case study. The participants were a teacher and her students, from the cycle I of Primary School of a public school, among which, one is diagnosed with autism. The instruments used to the data’s analysis were interviews, with the teacher and the mother of the student with autism; the written productions of the student during the research; camp diary; and the observations made during the research. To the interventions, were used alternative practices, including material production (a mobile alphabet and a album of photos), that make more easy the process of literacy, The results showed the great difficulty in performing the interventions in a collaborative process, considering that in the observations, it was found that the practices of this teacher were traditional, and also there was no planning, on her part, content to be deal with the students. Otherwise, related to the development of the autism student’s written language, it could be seen like a breakthrough, have in...

A emergência do pluralismo teórico-metodológico na alfabetização: em busca de uma prática pedagógica para formar escritores

This qualitative research was performed with the goal of investigating the contributions of theoretical and methodological perspectives in the alphabetization process, aiming to train proficient writers of texts with communicative function. Hence, such were the goals established for this research: giving a retrospective look on the synthetic and analytic methods of teaching literacy; verifying the possibilities and limits of theoretical and methodological approaches of acquiring the ability to write and identifying the teachers’ ideas concerning basic concepts (such as literacy, text and textual genres) imbued in the teaching of writing; and establishing which activities they develop in the course of teaching whether the pedagogical practices of the teacher observed contributed to the formation of students who were capable of producing significant texts of diverse genres, suitable to the objectives, to the readers, and to the context of the circulation of texts. The research was done in a public elementary school, in a 2nd grade class of the city of Jaú. Subjects of the research were four teachers and twenty-eight children. For this work, two instruments were used for data collecting: a questionnaire and direct observation, registered in research diaries. Among the observations made were that, although there are many studies on literacy, the practices actually adopted in class are empirical in nature and do not contribute to the process of developing individual writing or reading skills at all; rather, it is only valued the ability of establishing relations between phonemes and graphemes; literacy teachers do not have adequate knowledge of concepts of literacy, teaching, text and textual genres, valuing only one methodological theory and disregarding other contributions on the field of text production

Um estudo longitudinal sobre as hipersegmentações de palavras escritas nos anos finais do ensino fundamental

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

A dimensão político-pedagógica da “comunicação sem equívocos” frente aos desafios da escola para todos: novos lugares interpretativos para a prática docente

The aim of this paper is to present some considerations on discursive positions that challenge the textual production of a student from Cycle II Elementary School. We intend to show how a biased reading of the student’s text might not observe significant textual features and disregard the student’s level of literacy, thus ignoring the insertion of this writing in a socio-historical context. Such an approach, while defined by ideology, is determined by the pedagogical discourse that focuses on formal patterns of language, which prevents the teacher from identifying rich and interesting linguistic and textual procedures in the text in question, indicative of the student's literacy and his/her potential for authorship. This reading mostly denies the efforts that have been made to reverse the exclusion of public schools students, weakening the idealist discourse that claims for a “school for everybody”.

Hipersegmentação de palavras: análise de aspectos prosódicos e discursivos

This paper deals with hypersegmentation of words that are characterized by the unconventional employment of a graphical boundary (using a white space or hyphen) within the limits of the word, as in "em bora" (“although”, using a white space), and "chama-da" (“called”, using the hyphen). In a study conducted on these data, we identified motivations arising not only from their literate nature but also from the morphosyntactic and prosodic information. We showed that there are linguistic features recurrent in these registers of word boundaries, based on the analysis of texts produced by the students who attended the last four years of elementary school in a public school in São Paulo. In this paper, we advance on this study by selecting data whose characteristics do not match those which were recurrent. We will argue that the unconventional presence of boundary within the written word limits may be interpreted as representing prosodic configurations (of intonation and rhythm nature) which contribute to the construction of the relation of meanings in the text.