Letramento (alfabetização) em português e alfabetização (letramento) em inglês: encontros e possibilidades

• Autor(a) principal: Fraga, Eliane Xavier Correia
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/33950
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Letramento; Alfabetização; Contos de fada; Quatro habilidades da língua estrangeira; Ensino infantil; Consciência corporal e fonológica; Literacy; Literacy; Fairy tale; Four foreign language skills; Child teaching; Body and phonological awareness

The present work aims to analyze how the teacher changed her practice and appropriated the concepts of literacy and literacy for Teaching English in the Literacy cycle for children of the third year of a municipal school in the city of São Paulo. This research was carried out with a group of 13 students belonging to the third year of the literacy cycle, aged between 8 and 9 years. Data were collected during the year 2018. The theories that supported the research were: "Literacy and literacy in Brazil", psychogenetic cycles of, presented by the author Ana Teberovsky (1985) in the work "Psychogenesis of written language". In this same perspective we will approach the project Alfaletrar (literacy + literacy), and phonological awareness. For a more in-depth study of phonological awareness of English teaching, we deal with the description of the Jolly phonic method of English literacy in the world. The fairy tale literature for the learning of the Foreign Language was highlighted by the analysis of the work of "Once upon a time ... the fairy tale in Foreign Language Teaching / Learning. The Gender as an instrument "by the author and guide of this project Alzira Shimoura Silva, 1997. Here we need to talk about the results obtained. Finally, we are dealing with theatrical games, a very important tool for the construction of this project, with Libéria Rodrigues Neves and Ana Lydia B. Santiago, 2010. Didactic sequences were produced, which resulted in the production of a piece based on fairy tale, were applied, recorded and described. Data analysis showed that through the interventions it was possible to bring English classes closer to literacy and literacy methods, the results appeared and were satisfactory, the students were able to assist in the elaboration, creation, writing and reading of the script and in the presentation of the theater, where they pronounced the script and the speeches of the characters in a clear and objective way. During the process, it was possible to reinvent the practice and reflect on the action. It is a research of qualitative and interpretive action.