O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso

Detalhes bibliográficos
Autor(a) principal: Balbino, Keila Tatiane da Silva
Data de Publicação: 2016
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/19205
Resumo: School activities are commonly targeted by educational projects aimed at learning how to read and write. The fact that the Programa Ler e Escrever (PLE) is one of the main drivers of school education program adopted by the State of São Paulo's educational system has led us to question how the actors involved in this process - teacher and students - respond to this proposal. The research objectives were to monitor and analyze the implementation of PLE with regard to teaching and learning to reading and writing. The specific objectives were to analyze the proposals of the Teacher's Guide, follow how the teacher applies the teaching materials, analyze the activities of students and match the findings, to achieve the main goal. For this work we chose the methodology of case instrumental study of descriptive and qualitative character. The subjects were the teacher and the students of the 2nd year of primary education in a state school in São Paulo. The results suggest that the activities proposed by the PLE, the way led by the teacher, were little challenging for students who already knew how to read and write. In relation to those who were illiterate, the fact that the teacher fail to follow the guidelines of the Teacher's Guide appears to have interfered negatively on learning. From the analysis of the production of the students that did not achieve the goals set in the Teacher's Guide, we observe a further indication that the autonomy of the teacher in relation to the guide, may have committed their learning
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spelling Freire, Regina Maria Ayres de Camargohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8747322H0Balbino, Keila Tatiane da Silva2016-10-18T17:04:56Z2016-08-26Balbino, Keila Tatiane da Silva. O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso. 2016. 89 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.https://tede2.pucsp.br/handle/handle/19205School activities are commonly targeted by educational projects aimed at learning how to read and write. The fact that the Programa Ler e Escrever (PLE) is one of the main drivers of school education program adopted by the State of São Paulo's educational system has led us to question how the actors involved in this process - teacher and students - respond to this proposal. The research objectives were to monitor and analyze the implementation of PLE with regard to teaching and learning to reading and writing. The specific objectives were to analyze the proposals of the Teacher's Guide, follow how the teacher applies the teaching materials, analyze the activities of students and match the findings, to achieve the main goal. For this work we chose the methodology of case instrumental study of descriptive and qualitative character. The subjects were the teacher and the students of the 2nd year of primary education in a state school in São Paulo. The results suggest that the activities proposed by the PLE, the way led by the teacher, were little challenging for students who already knew how to read and write. In relation to those who were illiterate, the fact that the teacher fail to follow the guidelines of the Teacher's Guide appears to have interfered negatively on learning. From the analysis of the production of the students that did not achieve the goals set in the Teacher's Guide, we observe a further indication that the autonomy of the teacher in relation to the guide, may have committed their learningAs atividades escolares são comumente direcionadas por projetos pedagógicos que visam a aprendizagem da leitura e escrita. O fato de o Programa Ler e Escrever (PLE) ser um dos principais norteadores do projeto pedagógico escolar adotado pelo sistema de ensino do Estado de São Paulo, nos levou a questionar como os atores envolvidos nesse processo – professor e aluno - respondem à esta proposta. Os objetivos da pesquisa foram acompanhar e analisar a aplicação do PLE no que se refere ao ensino-aprendizagem da leitura e escrita. Os objetivos específicos foram analisar as propostas do Guia do Professor, acompanhar como o professor aplica o material didático, analisar as atividades dos alunos e compatibilizar os achados, para atingir o objetivo principal. Para a realização deste trabalho optou-se pela metodologia de estudo de caso instrumental de caráter descritivo e qualitativo. Os sujeitos foram a professora e os alunos do 2º ano do Ensino Fundamental de uma escola estadual de São Paulo. Os resultados sugerem que as atividades propostas pelo PLE, da forma conduzida pela professora, foram pouco desafiadoras para os alunos que já sabiam ler e escrever. Em relação aos que não estavam alfabetizados, o fato de a professora deixar de seguir as orientações do Guia do Professor parece ter interferido negativamente na aprendizagem. Concluímos, pela análise da produção dos alunos que parte destes não alcançou os objetivos colocados no Guia do Professor, mais um indicativo de que a autonomia da professora em relação ao Guia, talvez tenha comprometido a aprendizagem dos mesmosCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/39846/Keila%20Tatiane%20da%20Silva%20Balbino.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em FonoaudiologiaPUC-SPBrasilFaculdade de Ciências Humanas e da SaúdeAprendizagemLeituraAlfabetizaçãoLearningReadingLiteracyCNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIAO Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de casoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTKeila Tatiane da Silva Balbino.pdf.txtKeila Tatiane da Silva Balbino.pdf.txtExtracted texttext/plain171201https://repositorio.pucsp.br/xmlui/bitstream/handle/19205/4/Keila%20Tatiane%20da%20Silva%20Balbino.pdf.txt79a95503c42af9528c6b759dd232d1afMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
title O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
spellingShingle O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
Balbino, Keila Tatiane da Silva
Aprendizagem
Leitura
Alfabetização
Learning
Reading
Literacy
CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
title_short O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
title_full O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
title_fullStr O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
title_full_unstemmed O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
title_sort O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso
author Balbino, Keila Tatiane da Silva
author_facet Balbino, Keila Tatiane da Silva
author_role author
dc.contributor.advisor1.fl_str_mv Freire, Regina Maria Ayres de Camargo
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8747322H0
dc.contributor.author.fl_str_mv Balbino, Keila Tatiane da Silva
contributor_str_mv Freire, Regina Maria Ayres de Camargo
dc.subject.por.fl_str_mv Aprendizagem
Leitura
Alfabetização
topic Aprendizagem
Leitura
Alfabetização
Learning
Reading
Literacy
CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
dc.subject.eng.fl_str_mv Learning
Reading
Literacy
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
description School activities are commonly targeted by educational projects aimed at learning how to read and write. The fact that the Programa Ler e Escrever (PLE) is one of the main drivers of school education program adopted by the State of São Paulo's educational system has led us to question how the actors involved in this process - teacher and students - respond to this proposal. The research objectives were to monitor and analyze the implementation of PLE with regard to teaching and learning to reading and writing. The specific objectives were to analyze the proposals of the Teacher's Guide, follow how the teacher applies the teaching materials, analyze the activities of students and match the findings, to achieve the main goal. For this work we chose the methodology of case instrumental study of descriptive and qualitative character. The subjects were the teacher and the students of the 2nd year of primary education in a state school in São Paulo. The results suggest that the activities proposed by the PLE, the way led by the teacher, were little challenging for students who already knew how to read and write. In relation to those who were illiterate, the fact that the teacher fail to follow the guidelines of the Teacher's Guide appears to have interfered negatively on learning. From the analysis of the production of the students that did not achieve the goals set in the Teacher's Guide, we observe a further indication that the autonomy of the teacher in relation to the guide, may have committed their learning
publishDate 2016
dc.date.accessioned.fl_str_mv 2016-10-18T17:04:56Z
dc.date.issued.fl_str_mv 2016-08-26
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv Balbino, Keila Tatiane da Silva. O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso. 2016. 89 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/19205
identifier_str_mv Balbino, Keila Tatiane da Silva. O Programa Ler e Escrever e o ensino e aprendizagem da leitura e escrita: estudo de caso. 2016. 89 f. Dissertação (Mestrado em Fonoaudiologia) - Programa de Estudos Pós-Graduados em Fonoaudiologia, Pontifícia Universidade Católica de São Paulo, São Paulo, 2016.
url https://tede2.pucsp.br/handle/handle/19205
dc.language.iso.fl_str_mv por
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dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Fonoaudiologia
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Ciências Humanas e da Saúde
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
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