Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFAM |
Texto Completo: | http://riu.ufam.edu.br/handle/prefix/6059 |
Resumo: | Literacy and literacy are social roles for children that are essential for effective learning, as it is in the former that children expand their interaction with multiple languages and develop skills in reading, writing, textual interpretation and other languages. Thus, the school has the challenge of making all children literate, including children with disabilities. This qualitative approach research aimed to investigate how teaching resources can contribute to the literacy and literacy process of children with Down syndrome in the first year of elementary school. The research is based on studies by Freire (1984), Ludke and André (1986), Ferreiro and Teberoski (1991), Cruz (1997), Troncoso (1998), Schwartzman (1999), Moreira (2002), Mantoan (2003), Mills (2003), Kleiman (2005), Soares (2005, 2017), Haydt (2006), Freitas (2007), Gil (2008), Prodanov (2013), Lakatos and Marconi (2003), Lima (2016), Almeida (2017), Carvalho, MD, et al. (2017). The field research was carried out in a class of the first year of Elementary School of a Special Education School, which seeks to assist children, young people and adults with the most diverse disabilities located in the city of Parintins-AM from February 2nd to 13th, 2020. Participant observation of literacy practices of 8 (eight) children with Down's Syndrome and application of a questionnaire to 3(three) literacy teachers were used for data construction. The research results show that didactic resources are essential tools in the process of literacy and literacy for children with Down Syndrome, as they facilitate and enrich literacy practices, from the most tangible resources such as a sensory box or a stick handle, to technological resources such as educational games, because they contribute both to the acquisition of reading and writing skills and to the reading of the world of literacy students. Therefore, it is essential in literacy practices to use different teaching resources, considering the specificities and needs of children with Down Syndrome. |
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Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de DownSíndrome de DownAlfabetização e letramentoRecursos didáticosCIENCIAS HUMANASAlfabetizaçãoInclusão escolarEducação inclusivaLiteracy and literacy are social roles for children that are essential for effective learning, as it is in the former that children expand their interaction with multiple languages and develop skills in reading, writing, textual interpretation and other languages. Thus, the school has the challenge of making all children literate, including children with disabilities. This qualitative approach research aimed to investigate how teaching resources can contribute to the literacy and literacy process of children with Down syndrome in the first year of elementary school. The research is based on studies by Freire (1984), Ludke and André (1986), Ferreiro and Teberoski (1991), Cruz (1997), Troncoso (1998), Schwartzman (1999), Moreira (2002), Mantoan (2003), Mills (2003), Kleiman (2005), Soares (2005, 2017), Haydt (2006), Freitas (2007), Gil (2008), Prodanov (2013), Lakatos and Marconi (2003), Lima (2016), Almeida (2017), Carvalho, MD, et al. (2017). The field research was carried out in a class of the first year of Elementary School of a Special Education School, which seeks to assist children, young people and adults with the most diverse disabilities located in the city of Parintins-AM from February 2nd to 13th, 2020. Participant observation of literacy practices of 8 (eight) children with Down's Syndrome and application of a questionnaire to 3(three) literacy teachers were used for data construction. The research results show that didactic resources are essential tools in the process of literacy and literacy for children with Down Syndrome, as they facilitate and enrich literacy practices, from the most tangible resources such as a sensory box or a stick handle, to technological resources such as educational games, because they contribute both to the acquisition of reading and writing skills and to the reading of the world of literacy students. Therefore, it is essential in literacy practices to use different teaching resources, considering the specificities and needs of children with Down Syndrome.A alfabetização e o letramento são instrumentos primordiais para a formação integral da criança, uma vez que ampliam a interação com as múltiplas linguagens e desenvolvem as habilidades de leitura, escrita, oralidade e interpretação textual. A escola tem o desafio de alfabetizar todas as crianças, incluindo as crianças com deficiência. Esta pesquisa de abordagem qualitativa teve por objetivo investigar como os recursos didáticos podem contribuir para o processo de alfabetização e letramento da criança com Síndrome de Down no primeiro ano do Ensino Fundamental. A pesquisa fundamenta-se nos estudos de Freire (1984), Ludke e André (1986), Ferreiro e Teberoski (1991), Cruz (1997), Troncoso (1998), Schwartzman (1999), Moreira (2002), Mantoan (2003), Mills (2003), Kleiman (2005), Soares (2005, 2017), Haydt (2006), Freitas (2007), Gil (2008), Prodanov (2013), Lakatos e Marconi (2003), Lima (2016), Almeida (2017), Carvalho, M. D., et al. (2017). A pesquisa de campo foi realizada no primeiro semestre de 2020 em uma turma do primeiro ano do Ensino Fundamental de uma Escola de Educação Especial localizada na cidade de Parintins-AM. Para a construção de dados utilizou-se observação participante das práticas alfabetizadoras de 8(oito) crianças com Síndrome de Down e aplicação de questionário para 3(três) professoras alfabetizadoras. Os resultados da pesquisa evidenciam que os recursos didáticos são instrumentos essenciais no processo de alfabetizar e letrar as crianças com Síndrome de Down, uma vez que facilitam e enriquecem as práticas alfabetizadoras, desde os recursos mais palpáveis como uma caixa sensorial ou uma pega vareta, aos recursos tecnológicos como os jogos educativos, porque contribuem tanto com a aquisição das habilidades de leitura e escrita quanto para a leitura de mundo dos alfabetizandos. Para tanto, é essencial nas práticas alfabetizadoras a utilização de diferentes recursos didáticos, considerando as especificidades e necessidades das crianças com Síndrome de Down.1SimBrasilICSEZ - Instituto de Ciências Sociais, Educação e Zootecnia (Parintins)Parintins (AM)Pedagogia - Licenciatura - ParintinsSoares, Maria das Graças Pereirahttp://lattes.cnpq.br/2176422240033123Teixeira, Danilza de SouzaPereira, Denílson DinizPeixoto, Ana Eline Ribeiro2022-01-03T18:47:02Z2021-06-292022-01-03T18:47:02Z2021-06-29info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesishttp://riu.ufam.edu.br/handle/prefix/6059porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFAMinstname:Universidade Federal do Amazonas (UFAM)instacron:UFAM2022-01-03T18:47:48Zoai:localhost:prefix/6059Repositório InstitucionalPUBhttp://riu.ufam.edu.br/oai/requestopendoar:2022-01-03T18:47:48Repositório Institucional da UFAM - Universidade Federal do Amazonas (UFAM)false |
dc.title.none.fl_str_mv |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down |
title |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down |
spellingShingle |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down Peixoto, Ana Eline Ribeiro Síndrome de Down Alfabetização e letramento Recursos didáticos CIENCIAS HUMANAS Alfabetização Inclusão escolar Educação inclusiva |
title_short |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down |
title_full |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down |
title_fullStr |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down |
title_full_unstemmed |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down |
title_sort |
Os recursos didáticos no processo de alfabetização e letramento das crianças com Síndrome de Down |
author |
Peixoto, Ana Eline Ribeiro |
author_facet |
Peixoto, Ana Eline Ribeiro |
author_role |
author |
dc.contributor.none.fl_str_mv |
Soares, Maria das Graças Pereira http://lattes.cnpq.br/2176422240033123 Teixeira, Danilza de Souza Pereira, Denílson Diniz |
dc.contributor.author.fl_str_mv |
Peixoto, Ana Eline Ribeiro |
dc.subject.por.fl_str_mv |
Síndrome de Down Alfabetização e letramento Recursos didáticos CIENCIAS HUMANAS Alfabetização Inclusão escolar Educação inclusiva |
topic |
Síndrome de Down Alfabetização e letramento Recursos didáticos CIENCIAS HUMANAS Alfabetização Inclusão escolar Educação inclusiva |
description |
Literacy and literacy are social roles for children that are essential for effective learning, as it is in the former that children expand their interaction with multiple languages and develop skills in reading, writing, textual interpretation and other languages. Thus, the school has the challenge of making all children literate, including children with disabilities. This qualitative approach research aimed to investigate how teaching resources can contribute to the literacy and literacy process of children with Down syndrome in the first year of elementary school. The research is based on studies by Freire (1984), Ludke and André (1986), Ferreiro and Teberoski (1991), Cruz (1997), Troncoso (1998), Schwartzman (1999), Moreira (2002), Mantoan (2003), Mills (2003), Kleiman (2005), Soares (2005, 2017), Haydt (2006), Freitas (2007), Gil (2008), Prodanov (2013), Lakatos and Marconi (2003), Lima (2016), Almeida (2017), Carvalho, MD, et al. (2017). The field research was carried out in a class of the first year of Elementary School of a Special Education School, which seeks to assist children, young people and adults with the most diverse disabilities located in the city of Parintins-AM from February 2nd to 13th, 2020. Participant observation of literacy practices of 8 (eight) children with Down's Syndrome and application of a questionnaire to 3(three) literacy teachers were used for data construction. The research results show that didactic resources are essential tools in the process of literacy and literacy for children with Down Syndrome, as they facilitate and enrich literacy practices, from the most tangible resources such as a sensory box or a stick handle, to technological resources such as educational games, because they contribute both to the acquisition of reading and writing skills and to the reading of the world of literacy students. Therefore, it is essential in literacy practices to use different teaching resources, considering the specificities and needs of children with Down Syndrome. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-29 2021-06-29 2022-01-03T18:47:02Z 2022-01-03T18:47:02Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/bachelorThesis |
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bachelorThesis |
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publishedVersion |
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http://riu.ufam.edu.br/handle/prefix/6059 |
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http://riu.ufam.edu.br/handle/prefix/6059 |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Brasil ICSEZ - Instituto de Ciências Sociais, Educação e Zootecnia (Parintins) Parintins (AM) Pedagogia - Licenciatura - Parintins |
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Brasil ICSEZ - Instituto de Ciências Sociais, Educação e Zootecnia (Parintins) Parintins (AM) Pedagogia - Licenciatura - Parintins |
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Universidade Federal do Amazonas (UFAM) |
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Repositório Institucional da UFAM - Universidade Federal do Amazonas (UFAM) |
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