Adapta����o cultural do Detailed Assessment of Speed of Handwriting (DASH) para escolares de ensino p��blico

P��s-gradua����o em Fonoaudiologia - FFC

A atua����o profissional do professor nos anos iniciais do ensino fundamental e o sistema de avalia����o da educa����o b��sica

P��s-gradua����o em Psicologia do Desenvolvimento e Aprendizagem - FC

A teoria da complexidade na aprendizagem de espanhol em Teletandem

P��s-gradua����o em Estudos Lingu��sticos - IBILCE

Dicion��rio italiano-portugu��s de ���falsos cognatos��� e ���cognatos enganosos���: subs��dios te��ricos e pr��ticos ao ensino/aprendizagem de línguas, �� lexicografia pedag��gica e �� tradu����o

P��s-gradua����o em Lingu��stica e Língua Portuguesa - FCLAR

S��rie de leitura Proen��a (1926-1928) e o ensino da leitura no Estado de S��o Paulo

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Avalia����o de língua portuguesa em provas escolares do s��culo XX (1935 e 1963)

The article analyses three school exams of Elementary School, two belonging to a mother and one of her son, which were kept and provided to the researcher by the mother. The first two exams were dated March 30 and November 13, 1935 of the 3rd grade of Grupo Escolar Fernando Lobo in Juiz de Fora, Minas Gerais. The third one was produced at Grupo Escolar Coronel Am��ncio Bueno in Jaguari��na, S��o Paulo in March 28, 1963 in a 4th grade class. The analysed data all together point out school products which are the result of the relationship between teacher, student and school culture. School exams are as important documents as the notebooks in order to understand the school culture, and as this paper tries to indicate, they are the means for the insertion into the world of written culture. The methodology based on the microanalysis of these documents reveals records about the structure of the exams and the Brazilian school curriculum in the teaching of Portuguese as a mother tongue in 1935 e 1963.

Ensino e aprendizagem da leitura e da escrita na educa����o de jovens e adultos: di��logos com a educa����o infantil

This article aims to present a discussion of the methodological aspects of teaching and learning to read and write in adult education, in an attempt to seek a dialogue with the Early Childhood Education by pointing convergent elements between these two instances. And, therefore, it proposes a reflection on the construction of human nature and ownership of reading and writing as a humanizing process from the perspective of historical-cultural theory advocated by Vygotsky and his collaborators. In this context it is presented a pedagogical situation in a public school for kindergarten in the state of Sao Paulo, followed by analysis from the perspective of Bakhtin in order to make some approximations in the teaching and learning of the mother tongue with adults and children.

Desempenho ortogr��fico de escolares de 2o ao 5o ano do ensino privado do munic��pio de Londrina

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Desempenho de escolares de ensino p��blico com e sem dificuldade de aprendizagem em habilidadefonol��gica, nomea����o r��pida, leitura e escrita

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Mapeamento da situa����o educacional dos alunos surdos de mun��cipios brasileiros atendidos pelo curso de língua brasileira de sinais na modalidade �� dist��ncia

Recent years have seen a movement toward school inclusion of children with special educational needs. In Brazil, there is the formulation of laws guaranteeing rights for disabled people, giving you free access to regular classroom complemented by specialized educational services. In the case of students with deafness, the Federal Decree No. 5626 of 2005, recommends that schools offer the Brazilian sign language as language support, and should take into classrooms, an interpreter. In this study we conducted a mapping of the educational situation of students with hearing loss of 35 municipalities. There was a mode of education in which deaf students are enrolled, and also the municipalities have organized the specialized educational services for such students. Data were collected through interviews with managers of 35 municipalities. The results showed that the vast majority of municipalities participating in the study opted for the enrollment of deaf students in regular class. Only a few municipalities managers reported the existence of classes and enrollment in special schools or even the existence of deaf students out of schools. It also found that all municipalities have organized the specialized educational services, like additional offering in the resource rooms. We conclude that despite the existing difficulties, the Brazilian municipalities are gradually adjusting to the prospect of inclusive education. Continuing education courses should be offered in order to prepare more teachers to work with diversity.

Alunos com surdez e o processo de inclus��o: uma an��lise de discursos sobre sobre Língua de Sinais

The process of inclusion of deaf students at regular and specialized educational institution is a complex issue, which has the main point of discussion its specificity linguistic represented by Brazilian Sign Language. Whereupon, this research analyzed how the discourses of young students with deafness on this type of education at regular and specialized educational institution from a city situated in the State of S��o Paulo. The aim of this study was analyze the relations between the discourses of deaf students and their production conditionals, using the dimension of Discourse Analysis and the historical-cultural psychology. As parts of this research, were used four deaf students enrolled in schools belong in the city of S��o Paulo, which two schools are regular and two are specialized to deaf people. The collection instruments build themselves in observation of dialogue situations in classroom and interview semistructured. The interviews were made by video recording, researcher and an interpreter. The results showed that discourse of the student enrolled in the specialized school differs in relation to the ideals of bilingual education, in this case defended by users of the Brazilian Sign Language, fact not observed in the context of the regular school.

Efeitos do ensino sistem��tico e informatizado sobre comportamentos externalizantes concorrentes �� aprendizagem de leitura e escrita

Funda����o de Amparo �� Pesquisa do Estado de S��o Paulo (FAPESP)

Uma proposta lingu��stica para o ensino da escrita formal para surdos brasileiros e portugueses

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Os g��neros do discurso no livro did��tico de língua portuguesa: estudo de caso

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

Estudo semi��tico sobre a verbovisualidade em manuais de língua inglesa

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)