CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15563 |
Resumo: | The objetive of this article is to expose and analyze the concepts of alphabetization and literateness presented by the childhood educators. Based on Soares (1998-2004) we conceived alphabetization as a learning proccess and aquired skills necessary to the act of reading and writing as a state and condition of the person who incorporates the social practice of reading and writing. Thus understanding that the terms of alphabetization and literateness are not synonyms. It refers to distinct processes that, nevertheless, occur in an interdepedent and inseparable ways. The educators who took part in this research are people who have a higher education, who are working in public institutions which are envolved in childhood Education. The collecting of the empirical data was done through partly structured interviews. The set of answers presented through excerpts, allowed us to understand the way the teachers compreehend the relation between the process of alphabetization and literateness. As the interviewed teachers spoke about alphabetization none of them mentioned the literateness process. Nevertheless, as they revealed how they understood the literateness process, the marjority related it to alphabetization, at one moment considering them synonyms, at another moment, confusing one with the other, at times, noticing the difference between both of them but not delimitating them clearly. Due to the profile of the people subjected to the interview it was possible to conclude that the curricular projects of the Pedagogy Courses recognize the need to find another model for initial and continued Education. We advocate that such a task requires a sistematic Education with a certain degree of depth which would allow us to understand the relation between the process of alphabetization and literateness and public policies committed to this kind of Education. |
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CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORSREFLEXÕES SOBRE OS CONCEITOS DE ALFABETIZAÇÃO E LETRAMENTO APRESENTADOS POR PROFESSORES DE EDUCAÇÃO INFANTILAlphabetizationLiteratenessChildhood educationTeacher’s educationAlfabetizaçãoLetramentoEducação infantilFormação de professoresThe objetive of this article is to expose and analyze the concepts of alphabetization and literateness presented by the childhood educators. Based on Soares (1998-2004) we conceived alphabetization as a learning proccess and aquired skills necessary to the act of reading and writing as a state and condition of the person who incorporates the social practice of reading and writing. Thus understanding that the terms of alphabetization and literateness are not synonyms. It refers to distinct processes that, nevertheless, occur in an interdepedent and inseparable ways. The educators who took part in this research are people who have a higher education, who are working in public institutions which are envolved in childhood Education. The collecting of the empirical data was done through partly structured interviews. The set of answers presented through excerpts, allowed us to understand the way the teachers compreehend the relation between the process of alphabetization and literateness. As the interviewed teachers spoke about alphabetization none of them mentioned the literateness process. Nevertheless, as they revealed how they understood the literateness process, the marjority related it to alphabetization, at one moment considering them synonyms, at another moment, confusing one with the other, at times, noticing the difference between both of them but not delimitating them clearly. Due to the profile of the people subjected to the interview it was possible to conclude that the curricular projects of the Pedagogy Courses recognize the need to find another model for initial and continued Education. We advocate that such a task requires a sistematic Education with a certain degree of depth which would allow us to understand the relation between the process of alphabetization and literateness and public policies committed to this kind of Education.O objetivo deste artigo é expor e analisar conceitos de alfabetização e letramento apresentados por professoras de educação infantil. Pautando-nos em Soares (1998; 2004), concebemos alfabetização como processo de aprendizagem de habilidades necessárias aos atos de ler e escrever e letramento como estado ou condição do sujeito que incorpora práticas sociais de leitura e escrita. Assim entendidos, os termos alfabetização e letramento não são sinônimos. Trata-se de processos distintos que, contudo, ocorrem de forma indissociável e interdependente. Participaram da pesquisa professores, em sua maioria com formação em nível superior, que atuam em instituições públicas de educação infantil. A coleta dos dados empíricos foi realizada por meio de entrevistas semi-estruturadas. O conjunto das respostas, apresentadas sob a forma de excertos, permitiu-nos compreender a forma como os professores compreendem a relação entre os processos de alfabetização e letramento. Ao falar sobre alfabetização, nenhuma professora mencionou o processo de letramento. No entanto, ao revelarem como entendem o processo de letramento,a maioria relacionou-o à alfabetização, ora considerando-os sinônimos, ora confundindo um com o outro, ora percebendo diferenças entre ambos, mas não as delimitando com clareza. Em função do perfil dos sujeitos da pesquisa foi possível inferirmos acerca dos projetos curriculares dos cursos de Pedagogia, reconhecendo a necessidade de encontrarmos outro modelo de formação inicial e continuada. Defendemos que tal tarefa requer formação sistemática com grau de profundidade que permita compreender a relação entre os processos de alfabetização e letramento e políticas públicas comprometidas com esse tipo de formação.Universidade Estadual de Maringá2011-12-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1556310.4025/tpe.v13i3.15563Teoria e Prática da Educação; v. 13 n. 3 (2010); 109-1192237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15563/8434Lucas, Maria Angélica Olivo Franciscoinfo:eu-repo/semantics/openAccess2023-01-12T13:53:52Zoai:periodicos.uem.br/ojs:article/15563Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:22.605728Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS REFLEXÕES SOBRE OS CONCEITOS DE ALFABETIZAÇÃO E LETRAMENTO APRESENTADOS POR PROFESSORES DE EDUCAÇÃO INFANTIL |
title |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS |
spellingShingle |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS Lucas, Maria Angélica Olivo Francisco Alphabetization Literateness Childhood education Teacher’s education Alfabetização Letramento Educação infantil Formação de professores |
title_short |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS |
title_full |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS |
title_fullStr |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS |
title_full_unstemmed |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS |
title_sort |
CONSIDERATIONS ON THE CONCEPT OF ALPHABETIZATION AND LITERATENESS PRESENTED BY THE CHILDHOOD EDUCATORS |
author |
Lucas, Maria Angélica Olivo Francisco |
author_facet |
Lucas, Maria Angélica Olivo Francisco |
author_role |
author |
dc.contributor.author.fl_str_mv |
Lucas, Maria Angélica Olivo Francisco |
dc.subject.por.fl_str_mv |
Alphabetization Literateness Childhood education Teacher’s education Alfabetização Letramento Educação infantil Formação de professores |
topic |
Alphabetization Literateness Childhood education Teacher’s education Alfabetização Letramento Educação infantil Formação de professores |
description |
The objetive of this article is to expose and analyze the concepts of alphabetization and literateness presented by the childhood educators. Based on Soares (1998-2004) we conceived alphabetization as a learning proccess and aquired skills necessary to the act of reading and writing as a state and condition of the person who incorporates the social practice of reading and writing. Thus understanding that the terms of alphabetization and literateness are not synonyms. It refers to distinct processes that, nevertheless, occur in an interdepedent and inseparable ways. The educators who took part in this research are people who have a higher education, who are working in public institutions which are envolved in childhood Education. The collecting of the empirical data was done through partly structured interviews. The set of answers presented through excerpts, allowed us to understand the way the teachers compreehend the relation between the process of alphabetization and literateness. As the interviewed teachers spoke about alphabetization none of them mentioned the literateness process. Nevertheless, as they revealed how they understood the literateness process, the marjority related it to alphabetization, at one moment considering them synonyms, at another moment, confusing one with the other, at times, noticing the difference between both of them but not delimitating them clearly. Due to the profile of the people subjected to the interview it was possible to conclude that the curricular projects of the Pedagogy Courses recognize the need to find another model for initial and continued Education. We advocate that such a task requires a sistematic Education with a certain degree of depth which would allow us to understand the relation between the process of alphabetization and literateness and public policies committed to this kind of Education. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15563 10.4025/tpe.v13i3.15563 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15563 |
identifier_str_mv |
10.4025/tpe.v13i3.15563 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/15563/8434 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 13 n. 3 (2010); 109-119 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207155998228480 |