Pr?ticas de letramento no ensino fundamental: vozes das professoras
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/3718 |
Resumo: | This dissertation, realized at the Post-graduation Program in Education of Pontif?cia Universidade Cat?lica of Rio Grande do Sul and linked to the Formation, Policies and Practices in Education research line, has literacy as its main theme. The aim of the work is to reflect on literacy‟s possibilities during Elementary School that have been identified by first year teachers. The theoretical references present various authors‟ positions, namely Soares (2004, 2009 and 2011), Tfouni (2010), Ribeiro (2004), Kleiman (2008), Ferreiro (2006) and Mortatti (2004). Following qualitative research principles, surveys and semi-structured interviews were applied to 13 first year‟s teachers of four Public Elementary Schools in S?o Leopoldo city. Afterwards, guided by Bardin‟s (2009) speech analysis principles, the data analysis showed that literacy had not been a subject in the majority of teachers‟ Under-graduation courses. Therefore, the meaning of this concept was not clear for them. Although this fact indicates that it should be necessary to think about further studies, schools had not been a place for it, second most teachers‟ opinion. The present work, nevertheless, emphasizes school‟s role at teachers‟ further education. In accordance with Garc?a (1999) and Sacrist?n‟s (1999) theories, it is also asserted that this further education should rely on individual efforts, making every teacher responsible for his/her own education. Literacy practices‟ most important feature, according to teachers‟ point of view, is that they underline the value of students‟ previous knowledges, so that they can use what they already know about writing and reading as a foundation for their new improvements (Vigotsky, 2008). Besides that, teachers also mentioned the importance of promoting literacyes practices in a ludic way (Brock, 2011), what is appropriate to 5 and 6 years old children. |
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Vit?ria, Maria In?s C?rteCPF:26444631068http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4739394U6CPF:01015867014http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4255332Y2Grando, Katlen B?hm2015-04-14T14:23:25Z2012-04-112011-12-21GRANDO, Katlen B?hm. Pr?ticas de letramento no ensino fundamental: vozes das professoras. 2011. 147 f. Disserta??o (Mestrado em Educa??o) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2011.http://tede2.pucrs.br/tede2/handle/tede/3718This dissertation, realized at the Post-graduation Program in Education of Pontif?cia Universidade Cat?lica of Rio Grande do Sul and linked to the Formation, Policies and Practices in Education research line, has literacy as its main theme. The aim of the work is to reflect on literacy‟s possibilities during Elementary School that have been identified by first year teachers. The theoretical references present various authors‟ positions, namely Soares (2004, 2009 and 2011), Tfouni (2010), Ribeiro (2004), Kleiman (2008), Ferreiro (2006) and Mortatti (2004). Following qualitative research principles, surveys and semi-structured interviews were applied to 13 first year‟s teachers of four Public Elementary Schools in S?o Leopoldo city. Afterwards, guided by Bardin‟s (2009) speech analysis principles, the data analysis showed that literacy had not been a subject in the majority of teachers‟ Under-graduation courses. Therefore, the meaning of this concept was not clear for them. Although this fact indicates that it should be necessary to think about further studies, schools had not been a place for it, second most teachers‟ opinion. The present work, nevertheless, emphasizes school‟s role at teachers‟ further education. In accordance with Garc?a (1999) and Sacrist?n‟s (1999) theories, it is also asserted that this further education should rely on individual efforts, making every teacher responsible for his/her own education. Literacy practices‟ most important feature, according to teachers‟ point of view, is that they underline the value of students‟ previous knowledges, so that they can use what they already know about writing and reading as a foundation for their new improvements (Vigotsky, 2008). Besides that, teachers also mentioned the importance of promoting literacyes practices in a ludic way (Brock, 2011), what is appropriate to 5 and 6 years old children.Esta disserta??o, realizada no programa de P?s-Gradua??o em Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande do Sul e vinculada ? linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, tem como principal tem?tica o letramento. Nesse sentido, o objetivo deste trabalho foi refletir sobre as possibilidades de letramento nos Anos Iniciais do Ensino Fundamental identificadas por professoras de primeiro ano. Os aportes te?ricos sobre letramento apresentam posi??es de v?rios autores, tais como Soares (2004, 2009 e 2011), Tfouni (2010), Ribeiro (2004), Kleiman (2008), Ferreiro (2006) e Mortatti (2004). Utilizando os princ?pios da pesquisa qualitativa, foram empregados, como instrumentos de pesquisa, question?rios e entrevistas semiestruturados com 13 professoras de primeiro ano de quatro Escolas Municipais de Ensino Fundamental do munic?pio de S?o Leopoldo. Ap?s a an?lise de dados, que utilizou princ?pios da an?lise de conte?do de Bardin (2009), os resultados obtidos apontam que a tem?tica do letramento n?o foi abordada na maior parte dos cursos de forma??o docente das professoras, o que gera d?vidas entre os sujeitos da pesquisa sobre o significado de letramento. Esse fato indica a necessidade de pensar em forma??o continuada. O que se constata, por?m, ? que a escola foi citada por poucos sujeitos como promovedora de reflex?es sobre a tem?tica do letramento. Assim, este estudo reitera o papel da escola na forma??o e atualiza??o docente. A partir dos estudos de Garc?a (1999) e Sacrist?n (1999), tamb?m se pensa na necessidade de estimular um projeto aut?nomo de forma??o, onde cada professor se torne respons?vel por sua autoforma??o. Os aspectos mais importantes relacionados ?s pr?ticas de letramento, que foram indicados pelas professoras participantes, dizem respeito ? import?ncia de valorizar os saberes pr?vios dos alunos, para que possam construir novas aprendizagens a partir do que j? sabem em rela??o aos usos da escrita e da leitura (Vigotsky, 2008), e a necessidade de promover pr?ticas de letramento que sejam l?dicas (Brock, 2011), respeitando, assim, as especificidades das crian?as de 5 e 6 anos.Made available in DSpace on 2015-04-14T14:23:25Z (GMT). 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dc.title.por.fl_str_mv |
Pr?ticas de letramento no ensino fundamental: vozes das professoras |
title |
Pr?ticas de letramento no ensino fundamental: vozes das professoras |
spellingShingle |
Pr?ticas de letramento no ensino fundamental: vozes das professoras Grando, Katlen B?hm EDUCA??O PROFESSORES - FORMA??O PROFISSIONAL ALFABETIZA??O ESCRITA - APRENDIZAGEM ENSINO FUNDAMENTAL CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Pr?ticas de letramento no ensino fundamental: vozes das professoras |
title_full |
Pr?ticas de letramento no ensino fundamental: vozes das professoras |
title_fullStr |
Pr?ticas de letramento no ensino fundamental: vozes das professoras |
title_full_unstemmed |
Pr?ticas de letramento no ensino fundamental: vozes das professoras |
title_sort |
Pr?ticas de letramento no ensino fundamental: vozes das professoras |
author |
Grando, Katlen B?hm |
author_facet |
Grando, Katlen B?hm |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Vit?ria, Maria In?s C?rte |
dc.contributor.advisor1ID.fl_str_mv |
CPF:26444631068 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4739394U6 |
dc.contributor.authorID.fl_str_mv |
CPF:01015867014 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4255332Y2 |
dc.contributor.author.fl_str_mv |
Grando, Katlen B?hm |
contributor_str_mv |
Vit?ria, Maria In?s C?rte |
dc.subject.por.fl_str_mv |
EDUCA??O PROFESSORES - FORMA??O PROFISSIONAL ALFABETIZA??O ESCRITA - APRENDIZAGEM ENSINO FUNDAMENTAL |
topic |
EDUCA??O PROFESSORES - FORMA??O PROFISSIONAL ALFABETIZA??O ESCRITA - APRENDIZAGEM ENSINO FUNDAMENTAL CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This dissertation, realized at the Post-graduation Program in Education of Pontif?cia Universidade Cat?lica of Rio Grande do Sul and linked to the Formation, Policies and Practices in Education research line, has literacy as its main theme. The aim of the work is to reflect on literacy‟s possibilities during Elementary School that have been identified by first year teachers. The theoretical references present various authors‟ positions, namely Soares (2004, 2009 and 2011), Tfouni (2010), Ribeiro (2004), Kleiman (2008), Ferreiro (2006) and Mortatti (2004). Following qualitative research principles, surveys and semi-structured interviews were applied to 13 first year‟s teachers of four Public Elementary Schools in S?o Leopoldo city. Afterwards, guided by Bardin‟s (2009) speech analysis principles, the data analysis showed that literacy had not been a subject in the majority of teachers‟ Under-graduation courses. Therefore, the meaning of this concept was not clear for them. Although this fact indicates that it should be necessary to think about further studies, schools had not been a place for it, second most teachers‟ opinion. The present work, nevertheless, emphasizes school‟s role at teachers‟ further education. In accordance with Garc?a (1999) and Sacrist?n‟s (1999) theories, it is also asserted that this further education should rely on individual efforts, making every teacher responsible for his/her own education. Literacy practices‟ most important feature, according to teachers‟ point of view, is that they underline the value of students‟ previous knowledges, so that they can use what they already know about writing and reading as a foundation for their new improvements (Vigotsky, 2008). Besides that, teachers also mentioned the importance of promoting literacyes practices in a ludic way (Brock, 2011), what is appropriate to 5 and 6 years old children. |
publishDate |
2011 |
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2011-12-21 |
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2012-04-11 |
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2015-04-14T14:23:25Z |
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GRANDO, Katlen B?hm. Pr?ticas de letramento no ensino fundamental: vozes das professoras. 2011. 147 f. Disserta??o (Mestrado em Educa??o) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2011. |
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http://tede2.pucrs.br/tede2/handle/tede/3718 |
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GRANDO, Katlen B?hm. Pr?ticas de letramento no ensino fundamental: vozes das professoras. 2011. 147 f. Disserta??o (Mestrado em Educa??o) - Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Porto Alegre, 2011. |
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