O ensino do ato de ler e escrever e o seu diálogo com as áreas do conhecimento no ciclo de alfabetização: uma experiência de intervenção

• Autor(a) principal: SILVA, Claudileude de Jesus
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFMA
• Texto Completo: https://tedebc.ufma.br/jspui/handle/tede/tede/2481
• topic: Alfabetização; Leitura e escrita; Áreas do conhecimento; Literacy; Reading and writing; Knowledg e areas; Ensino-Aprendizagem; Educação Pré-Escolar

ABSTRACT The research entitled "THE TEACHING OF THE ACT OF READING AND WRITING AND ITS DIALOGUE WITH THE AREAS OF KNOWLEDGE IN THE LITERACY CYCLE: AN INTERVENTION EXPERIENCE" has the general objective of developing a process of intervention in a group of the 3rd year of the Literacy Cycle, so that the teaching of the act of reading and writing are explored in areas of knowledge, contemplating the formation of readers and producers of texts. And of more specific character: to approach the theoretical-methodological conceptions on the teaching of the act of reading and writing so that this teaching is contemplated in the areas of knowledge; to identify the conceptions of reading and writing that base the literacy practices in the UEB Professor Rubem Almeida; to analyze the intervention process developed in a class of the 3rd year of UEB Elementary School Professor Rubem Almeida; to produce a Notebook with methodological proposals developed with students of the Literacy Cycle, in a class of the 3rd year of UEB Elementary School Professor Rubem Almeida. The research is an intervention type, based on the presuppositions of action research. As instruments of data generation, we used the semi-structured interview, the participant observation in the field diary. The subjects of the research were the literacy teacher, the children of the 3rd year of the Literacy Cycle and the researcher, who, due to the teacher's withdrawal in the third phase of the research, assumed the intervention process. As main interlocutors in writing this research we have Bakhtin / Volóchinov (2009) and Bakhtin (2003). It was also necessary in the dialogue for the reasoning and analysis of data Damiani (2012), Bogdan and Biklen (1994), Bardin (2010), Santomé (1998), Macedo (2004), Yunes (2003), Bajard (2014), Vygotski (1984), Tardif (2010), Curto, Murillo and Teixidó (2000), Colomer (2002), Fazenda (2013, 2014) We define as a locus of research the UEB "Professor Rubem Almeida" Luis, located in the neighborhood of Coroadinho. The results show that the teaching of reading and writing in the Literacy Cycle, more specifically in the third stage of this Cycle (3rd year), with a view to the formation of readers and text producers, can not develop from activities with a focus on signaling (emphasis on sound, letter and loose word) and with the responsibility of only one area of knowledge. It is possible to rethink the proposals of teaching and learning of reading and writing to be to form readers and producers of texts, recognizing that the child in the process of literacy learns by dialoguing and interacting among themselves and with others through of the diverse social and cultural interlocutions that are established in the process of appropriation of reading and writing.