THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS
Autor(a) principal: | |
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Data de Publicação: | 2009 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educar em Revista |
Texto Completo: | https://revistas.ufpr.br/educar/article/view/7717 |
Resumo: | Results of an investigation on the use of the text book, particularly on word accents and tonicity, in the pedagogical practice of two 4th and 5th grade primary school teachers is provided. Although several studies have shown that the algorithmic and memorizing pedagogical approach is not adequate in the learning of spoken and written language, there is still the supposition that teachers are still linked to the above. Lesson reports on the contents mentioned above and school text book analyses were undertaken. Reports showed that the text book is always given paramount importance, that little time is allowed for the exposition of contents and that the text books fail to distinguish between the two linguistic modes (spoken and written). In fact, the teaching of word accents by graphically accented words is given priority. A conceptual confusion exists in both cases since the tonic syllable is an aspect of speech whilst word accent is directly bound to writing. Data suggest that, as an aspect of grammar rules, word accent should be taught as a grammatical algorithm within a process of grammar norms.Key-words: education; tonicity; word accent; teachers’ training; school text book. |
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THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTSLIVRO DIDÁTICO: SEU PAPEL NAS AULAS DE ACENTUAÇÃO GRÁFICAeducação; acentuação gráfica; formação de professoresResults of an investigation on the use of the text book, particularly on word accents and tonicity, in the pedagogical practice of two 4th and 5th grade primary school teachers is provided. Although several studies have shown that the algorithmic and memorizing pedagogical approach is not adequate in the learning of spoken and written language, there is still the supposition that teachers are still linked to the above. Lesson reports on the contents mentioned above and school text book analyses were undertaken. Reports showed that the text book is always given paramount importance, that little time is allowed for the exposition of contents and that the text books fail to distinguish between the two linguistic modes (spoken and written). In fact, the teaching of word accents by graphically accented words is given priority. A conceptual confusion exists in both cases since the tonic syllable is an aspect of speech whilst word accent is directly bound to writing. Data suggest that, as an aspect of grammar rules, word accent should be taught as a grammatical algorithm within a process of grammar norms.Key-words: education; tonicity; word accent; teachers’ training; school text book. O presente artigo tem como objetivo apresentar os resultados de uma investigação sobre o uso do livro didático na prática pedagógica de dois professores – um de 4.ª e outro de 5.ª séries do ensino fundamental – sobre os conteúdos de acentuação gráfica e tonicidade. Considerou-se como hipótese da pesquisa que os professores continuam vinculados a uma abordagem pedagógica algorítmica e mnemônica, embora estudos anteriores mostrem que este tipo de ensino não seja o mais adequado para a aprendizagem da língua falada e da língua escrita. Para o desenvolvimento do estudo realizaram-se observações de aulas sobre os conteúdos investigados e análise dos livros didáticos utilizados pelos professores. As observações evidenciaram privilegiamento do uso do livro didático e tempo reduzido para exposição desses conteúdos, enquanto os livros didáticos mostraram não diferenciar os dois aspectos linguísticos (fala e escrita), priorizando o ensino de acentuação gráfica por meio da visualização e memorização de vocábulos acentuados graficamente. Nos dois casos, constatou-se confusão conceitual: não há clareza de que a sílaba tônica refere-se a aspectos da fala, enquanto a acentuação gráfica está diretamente vinculada à escrita. Os dados sugerem que a acentuação gráfica pode ser ensinada como um algoritmo gramatical desde que acompanhado de um processo de tomada de consciência dos conceitos envolvidos nas normas gramaticais.Palavras-chave: educação; tonicidade; acentuação gráfica; formação de professores; livro didático.UFPRCNPQ / UEMCezar, Kelly Priscilla LóddoCalsa, Geiva CarolinaRomualdo, Edson Carlos2009-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufpr.br/educar/article/view/7717Educar em Revista; v. 25, n. 34 (2009); p. 215-230Educar em Revista; v. 25, n. 34 (2009); p. 215-230Educar em Revista; v. 25, n. 34 (2009); p. 215-2301984-04110104-4060reponame:Educar em Revistainstname:Universidade Federal do Paraná (UFPR)instacron:UFPRporhttps://revistas.ufpr.br/educar/article/view/7717/11000https://revistas.ufpr.br/educar/article/view/7717/31082info:eu-repo/semantics/openAccess2017-06-29T00:03:02Zoai:revistas.ufpr.br:article/7717Revistahttps://revistas.ufpr.br/educarPUBhttps://revistas.ufpr.br/educar/oaieducar.ufpr2016@gmail.com||educar@ufpr.br0104-40601984-0411opendoar:2017-06-29T00:03:02Educar em Revista - Universidade Federal do Paraná (UFPR)false |
dc.title.none.fl_str_mv |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS LIVRO DIDÁTICO: SEU PAPEL NAS AULAS DE ACENTUAÇÃO GRÁFICA |
title |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS |
spellingShingle |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS Cezar, Kelly Priscilla Lóddo educação; acentuação gráfica; formação de professores |
title_short |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS |
title_full |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS |
title_fullStr |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS |
title_full_unstemmed |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS |
title_sort |
THE ROLE OF THE SCHOOL TEXTBOOK IN LESSONS ON WORD ACCENTS |
author |
Cezar, Kelly Priscilla Lóddo |
author_facet |
Cezar, Kelly Priscilla Lóddo Calsa, Geiva Carolina Romualdo, Edson Carlos |
author_role |
author |
author2 |
Calsa, Geiva Carolina Romualdo, Edson Carlos |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
CNPQ / UEM |
dc.contributor.author.fl_str_mv |
Cezar, Kelly Priscilla Lóddo Calsa, Geiva Carolina Romualdo, Edson Carlos |
dc.subject.por.fl_str_mv |
educação; acentuação gráfica; formação de professores |
topic |
educação; acentuação gráfica; formação de professores |
description |
Results of an investigation on the use of the text book, particularly on word accents and tonicity, in the pedagogical practice of two 4th and 5th grade primary school teachers is provided. Although several studies have shown that the algorithmic and memorizing pedagogical approach is not adequate in the learning of spoken and written language, there is still the supposition that teachers are still linked to the above. Lesson reports on the contents mentioned above and school text book analyses were undertaken. Reports showed that the text book is always given paramount importance, that little time is allowed for the exposition of contents and that the text books fail to distinguish between the two linguistic modes (spoken and written). In fact, the teaching of word accents by graphically accented words is given priority. A conceptual confusion exists in both cases since the tonic syllable is an aspect of speech whilst word accent is directly bound to writing. Data suggest that, as an aspect of grammar rules, word accent should be taught as a grammatical algorithm within a process of grammar norms.Key-words: education; tonicity; word accent; teachers’ training; school text book. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-08-31 |
dc.type.none.fl_str_mv |
|
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://revistas.ufpr.br/educar/article/view/7717 |
url |
https://revistas.ufpr.br/educar/article/view/7717 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufpr.br/educar/article/view/7717/11000 https://revistas.ufpr.br/educar/article/view/7717/31082 |
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 |
UFPR |
publisher.none.fl_str_mv |
UFPR |
dc.source.none.fl_str_mv |
Educar em Revista; v. 25, n. 34 (2009); p. 215-230 Educar em Revista; v. 25, n. 34 (2009); p. 215-230 Educar em Revista; v. 25, n. 34 (2009); p. 215-230 1984-0411 0104-4060 reponame:Educar em Revista instname:Universidade Federal do Paraná (UFPR) instacron:UFPR |
instname_str |
Universidade Federal do Paraná (UFPR) |
instacron_str |
UFPR |
institution |
UFPR |
reponame_str |
Educar em Revista |
collection |
Educar em Revista |
repository.name.fl_str_mv |
Educar em Revista - Universidade Federal do Paraná (UFPR) |
repository.mail.fl_str_mv |
educar.ufpr2016@gmail.com||educar@ufpr.br |
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1799711894736470016 |