The need of an integrated literacy process on initial learning of written language
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Publication Date: | 2020 |
Format: | Article |
Language: | por eng |
Source: | Revista da ABRALIN (Online) |
Download full: | https://revista.abralin.org/index.php/abralin/article/view/1654 |
Summary: | At the lecture Alfabetização e Letramento – TeoriaS e PráticaS, which integrated the program of the online event Abralin ao Vivo – Linguists Online, Professor Magda Soares presents the concept of literacy that has been guiding the strategies used in the Preschool and first grades of Elementary School in Lagoa Santa (MG, Brazil) and has led to the city’s successful experience. This review presents fundamental aspects of this conception, which, according to Soares, is centered on giving attention to the child’s cognitive and linguistic development while guiding their process of learning the written language. The lecturer presents some of the main psychological and linguistic theories that offer important scientific evidence about the initial learning of written language. Soares argues that children must learn the alphabetic writing system whilst assimilating the social uses of reading and writing. Some of these theories are recovered in this review. It also highlights divergences between the conception of literacy presented by Magda Soares and the one currently proposed by the Brazilian federal government. |
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The need of an integrated literacy process on initial learning of written languageA necessária integração entre alfabetização e letramento na aprendizagem inicial da língua escritaAlfabetizaçãoLetramentoDesenvolvimento cognitivo e linguístico da criançaMagda SoaresInitial learning of written languageLiteracyChild’s cognitive and linguistic developmentMagda SoaresAt the lecture Alfabetização e Letramento – TeoriaS e PráticaS, which integrated the program of the online event Abralin ao Vivo – Linguists Online, Professor Magda Soares presents the concept of literacy that has been guiding the strategies used in the Preschool and first grades of Elementary School in Lagoa Santa (MG, Brazil) and has led to the city’s successful experience. This review presents fundamental aspects of this conception, which, according to Soares, is centered on giving attention to the child’s cognitive and linguistic development while guiding their process of learning the written language. The lecturer presents some of the main psychological and linguistic theories that offer important scientific evidence about the initial learning of written language. Soares argues that children must learn the alphabetic writing system whilst assimilating the social uses of reading and writing. Some of these theories are recovered in this review. It also highlights divergences between the conception of literacy presented by Magda Soares and the one currently proposed by the Brazilian federal government.Na conferência Alfabetização e Letramento – TeoriaS e PráticaS, que integrou a programação do evento Abralin ao Vivo – Linguists Online, a professora Magda Soares apresenta a concepção de alfabetização e letramento que tem orientado o trabalho na Educação Infantil e nos anos iniciais do Ensino Fundamental na bem-sucedida experiência do município de Lagoa Santa (MG). Esta resenha apresenta aspectos fundamentais dessa concepção, que, segundo Soares, é centrada na orientação do processo de aprendizagem da língua escrita pela criança, com atenção a seu desenvolvimento cognitivo e linguístico. A conferencista apresenta algumas das principais teorias psicológicas e linguísticas que oferecem evidências científicas importantes para a alfabetização e o letramento, defendendo que esses processos sejam sempre integrados. Algumas dessas teorias são recuperadas nesta resenha, que também destaca divergências entre a concepção apresentada por Magda Soares e a que é proposta pela atual Política Nacional de Alfabetização do governo federal.Associação Brasileira de Linguística2020-08-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAbralin ao VivoTextoinfo:eu-repo/semantics/otherapplication/pdftext/xmltext/xmlapplication/pdfhttps://revista.abralin.org/index.php/abralin/article/view/165410.25189/rabralin.v19i2.1654Revista da ABRALIN; V. 19, N. 2 (2020); 1-6Revista da ABRALIN; V. 19, N. 2 (2020); 1-60102-715810.25189/rabralin.v19i2reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporenghttps://revista.abralin.org/index.php/abralin/article/view/1654/1552https://revista.abralin.org/index.php/abralin/article/view/1654/1709https://revista.abralin.org/index.php/abralin/article/view/1654/1710https://revista.abralin.org/index.php/abralin/article/view/1654/1553Cardoso Jr., Vicente de Souzainfo:eu-repo/semantics/openAccess2021-12-23T21:09:52Zoai:ojs.revista.ojs.abralin.org:article/1654Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2021-12-23T21:09:52Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
The need of an integrated literacy process on initial learning of written language A necessária integração entre alfabetização e letramento na aprendizagem inicial da língua escrita |
title |
The need of an integrated literacy process on initial learning of written language |
spellingShingle |
The need of an integrated literacy process on initial learning of written language Cardoso Jr., Vicente de Souza Alfabetização Letramento Desenvolvimento cognitivo e linguístico da criança Magda Soares Initial learning of written language Literacy Child’s cognitive and linguistic development Magda Soares |
title_short |
The need of an integrated literacy process on initial learning of written language |
title_full |
The need of an integrated literacy process on initial learning of written language |
title_fullStr |
The need of an integrated literacy process on initial learning of written language |
title_full_unstemmed |
The need of an integrated literacy process on initial learning of written language |
title_sort |
The need of an integrated literacy process on initial learning of written language |
author |
Cardoso Jr., Vicente de Souza |
author_facet |
Cardoso Jr., Vicente de Souza |
author_role |
author |
dc.contributor.author.fl_str_mv |
Cardoso Jr., Vicente de Souza |
dc.subject.por.fl_str_mv |
Alfabetização Letramento Desenvolvimento cognitivo e linguístico da criança Magda Soares Initial learning of written language Literacy Child’s cognitive and linguistic development Magda Soares |
topic |
Alfabetização Letramento Desenvolvimento cognitivo e linguístico da criança Magda Soares Initial learning of written language Literacy Child’s cognitive and linguistic development Magda Soares |
description |
At the lecture Alfabetização e Letramento – TeoriaS e PráticaS, which integrated the program of the online event Abralin ao Vivo – Linguists Online, Professor Magda Soares presents the concept of literacy that has been guiding the strategies used in the Preschool and first grades of Elementary School in Lagoa Santa (MG, Brazil) and has led to the city’s successful experience. This review presents fundamental aspects of this conception, which, according to Soares, is centered on giving attention to the child’s cognitive and linguistic development while guiding their process of learning the written language. The lecturer presents some of the main psychological and linguistic theories that offer important scientific evidence about the initial learning of written language. Soares argues that children must learn the alphabetic writing system whilst assimilating the social uses of reading and writing. Some of these theories are recovered in this review. It also highlights divergences between the conception of literacy presented by Magda Soares and the one currently proposed by the Brazilian federal government. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-08-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Abralin ao Vivo Texto info:eu-repo/semantics/other |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/1654 10.25189/rabralin.v19i2.1654 |
url |
https://revista.abralin.org/index.php/abralin/article/view/1654 |
identifier_str_mv |
10.25189/rabralin.v19i2.1654 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revista.abralin.org/index.php/abralin/article/view/1654/1552 https://revista.abralin.org/index.php/abralin/article/view/1654/1709 https://revista.abralin.org/index.php/abralin/article/view/1654/1710 https://revista.abralin.org/index.php/abralin/article/view/1654/1553 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml text/xml application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
publisher.none.fl_str_mv |
Associação Brasileira de Linguística |
dc.source.none.fl_str_mv |
Revista da ABRALIN; V. 19, N. 2 (2020); 1-6 Revista da ABRALIN; V. 19, N. 2 (2020); 1-6 0102-7158 10.25189/rabralin.v19i2 reponame:Revista da ABRALIN (Online) instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Revista da ABRALIN (Online) |
collection |
Revista da ABRALIN (Online) |
repository.name.fl_str_mv |
Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
rkofreitag@uol.com.br || ra@abralin.org |
_version_ |
1798329771249106944 |