Dificuldades de leitura e escrita entre alunas de um curso superior de Pedagogia no município de São Paulo

• Autor(a) principal: Araujo, Anderson Luiz
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/20122
• topic: Pedagogia - Estudo e ensino; Compreensão na leitura; Redação acadêmica - Análise do discurso; Pedagogy - Study and teaching; Academic writing - Discourse analysis; Difficulties in reading and writing; CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

This Work intends to investigate and analyze the difficulties in reading and writing of a group of concluding students of a pedagogy course in the matutinal period of a private institution in the district of São Paulo, by means of their narratives presented in the form of a written production exercise. Besides the students, the university professors were heard about their impressions of the students’ difficulties with reading and writing. Were used as Theoretical contributions Pierre Bourdieu, Roger Chartier, Luiz Percival Leme Britto, Angel I. Pérez Gómez. The data collection included: a) written production exercise application for a group of 25 fifth semester students of a pedagogy course, with an instrument composed of two parts: in the first one, a questionnaire, whose questions were aimed at tracing the students’ social-cultural-economic profile and, in the second part, a textual production paper about their experience in the higher education, explaining the main difficulties related to writing and reading, how have overcome them, what the university and the professors have made in order to help them, and a text interpretation; b) Questionnaire applied to four course professors (3 women and 1 men) about such difficulties. The data was organized in summary information tables. The obtained results suggest that the students, subjects of this research, conclude the course with a low level of reading and writing. This problem occurs on account of several factors, including: the socio-economic-cultural profile; failure and gaps in basic education related to literacy; social programs and the expansion of the vacancies in high education permitting the access of new students, whose capital cultural level is incompatible with the demands of an academic course; furthermore, the lack of preparation on the university and the professors to deal with the difficulties brought by these students related to the use of Portuguese language