Nos cadernos escolares de um passado recente : uma história do ensino da leitura no estado do Espírito Santo

• Autor(a) principal: Becalli, Fernanda Zanetti
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/2167
• topic: Books and other media school records; Literacy practices; History of reading instruction; Práticas alfabetizadoras; História do ensino da leitura; Cadernos e demais suportes de registros escolares; Educação; Alfabetização; Cadernos escolares; Leitura; 37

This research report includes studies conducted in the field of the history of literacy and the teaching of reading in the State of Espírito Santo, a historical approach, cultural and social, the line of research Education and Languages (verbal) Program Graduate Center Education of the Federal University of Espírito Santo. Is a desk research, guided by dialogical perspective of language, which has the problem of study the recent history and yet this school teaching reading literacy classes in public schools capixabas. By focusing on this theme, focuses on the one hand, models of teaching situations considered by the teaching staff of the Training of Literacy Teachers (PROFA), as appropriate to guide teaching practice, with regard to the organization of work and reading and, on the other hand, as these models have been appropriated, used and/or processed by literacy teachers working in classes from 1st to 3rd grade of elementary schoo. For that, based upon the contributions of language bakhtinian perspective, seeking dialogue with discourses about teaching reading to insinuate traces of literacy practices, embodied in books and other media records of primary school teachers who attended PROFA in the Holy Spirit, and students who have studied with them in order to respond to the proposition of such activities contributed to the achievement of labor changes with the reading or the maintenance solutions already present in traditional literacy primers. Notes that the didactic situations reading PROFA remained taking the text as a pretext for teaching smaller units of language (specifically the word). Considers that the teachers participating in the research, by incorporating (or not) theoretical and methodological knowledge about reading and teaching, undertook a study of active ideological understanding about what they have been prescribed by PROFA and expressed consensus , agreed and some other disagreed ( fully or partially ), complementing them, turning them, or refusing to apply them in their classrooms. This is because they are not dumb things or objects invisible, whose voices are silenced, forgotten, silenced, but not responsive subjects reproduce the official regulations.