Alfabetização na Idade Certa: desafios e possibilidades
Autor(a) principal: | |
---|---|
Data de Publicação: | 2016 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/handle/123456789/42171 |
Resumo: | This work aims to "focus the importance of literacy in the right age of the students of the first three years of elementary school, ie until the eight years of literature age. Accomplished, descriptive and theoretically based on articles published by major authors such as; Luiz Carlos Cagliari (2009), Gomes (2013), Soares (2010), Marques (2009), PCNS (2001). Bringing contributions for literacy at the right age, given that reality has revealed major concerns within the our Brazilian education. Given this this research, see if put to education a major challenge in the history of contemporary education, which is to ensure full literacy of students in the early years. In short, education has a key role in this development process, and is considered the driving force for the transformation of our país.constatamos that despite the contributions of these great authors, and others who bring us great relevant contributions to literacy in age some still faced with literacy problems in our education. We detected that the literacy process, that is "literate" is very complex especially regarding the child's insertion into the literary culture guaranteed the advancement of educational partners processes, political and cultural rights, and equal rights for the effective promotion of students so as to make it capable of facing the challenges of society that is constantly changing. We have seen that full literacy seems somewhat distant reflections that culminate the inseparable principles, falling short of the understanding and promotion of the desired ideal for all those who are part of education. It is emphasized in this paper, the importance of continuing training of literacy teachers, especially those in the records of the National Pact for Literacy at the right age - PNAIC, current policy that has been highlighted in the process of teaching and learning in the fight against failure school children in the early years. We emphasis to qualitative education in which children are fully literate to the 3rd grade of elementary school, because if the children when they leave the third school year, if not fully literate, they cannot track your cycle of literacy / formation .In result, the continued training of literacy teachers is explicitly critical because, without it, these, in turn, will be unable to succeed against the challenge of education is full literacy in certa.Levaremos age for life both personal, academic and professional what we have learned in this study and future research will seek to delve more on the subject in focus so that we can develop a work with meaning and significance. |
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Silva, Joana Darc Pereira daSantos, Carina PessoaSilva, Simone Patricia daSilva, Ivoneide Mendes daSantos, Carina Pessoa2016-08-04T12:33:41Z2021-10-05T14:32:15Z2016-08-04T12:33:41Z2021-10-05T14:32:15Z20162012031353SILVA, Joana Darc Pereira da. Alfabetização na Idade Certa: desafios e possibilidades. 2016. 21f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016.https://repositorio.ufrn.br/handle/123456789/42171This work aims to "focus the importance of literacy in the right age of the students of the first three years of elementary school, ie until the eight years of literature age. Accomplished, descriptive and theoretically based on articles published by major authors such as; Luiz Carlos Cagliari (2009), Gomes (2013), Soares (2010), Marques (2009), PCNS (2001). Bringing contributions for literacy at the right age, given that reality has revealed major concerns within the our Brazilian education. Given this this research, see if put to education a major challenge in the history of contemporary education, which is to ensure full literacy of students in the early years. In short, education has a key role in this development process, and is considered the driving force for the transformation of our país.constatamos that despite the contributions of these great authors, and others who bring us great relevant contributions to literacy in age some still faced with literacy problems in our education. We detected that the literacy process, that is "literate" is very complex especially regarding the child's insertion into the literary culture guaranteed the advancement of educational partners processes, political and cultural rights, and equal rights for the effective promotion of students so as to make it capable of facing the challenges of society that is constantly changing. We have seen that full literacy seems somewhat distant reflections that culminate the inseparable principles, falling short of the understanding and promotion of the desired ideal for all those who are part of education. It is emphasized in this paper, the importance of continuing training of literacy teachers, especially those in the records of the National Pact for Literacy at the right age - PNAIC, current policy that has been highlighted in the process of teaching and learning in the fight against failure school children in the early years. We emphasis to qualitative education in which children are fully literate to the 3rd grade of elementary school, because if the children when they leave the third school year, if not fully literate, they cannot track your cycle of literacy / formation .In result, the continued training of literacy teachers is explicitly critical because, without it, these, in turn, will be unable to succeed against the challenge of education is full literacy in certa.Levaremos age for life both personal, academic and professional what we have learned in this study and future research will seek to delve more on the subject in focus so that we can develop a work with meaning and significance.Este trabalho tem por objetivo “ Enfocar a importância da alfabetização na idade certa dos alunos dos três primeiros anos do ensino fundamental, ou seja até os oito anos de idade.Realizado bibliográfica, descritiva e teoricamente baseado em artigos publicados por grandes autores como; Luiz Carlos Cagliari, (2009), Gomes( 2013), Soares (2010), Marques (2009), PCNS (2001).Trazendo contribuições relativas a alfabetização na idade certa,tendo em vista que a realidade tem revelado grandes preocupações no âmbito da nossa educação brasileira. Diante disto nesta pesquisa, ver-se posto à educação um grande desafio na história da educação da contemporaneidade, que é o de garantir a alfabetização plena dos alunos nos anos iniciais. Em suma, a educação possui um papel fundamental nesse processo de desenvolvimento, sendo considerada a mola propulsora para as transformações do nosso país.constatamos que, apesar das contribuições desses grandes autores, e de outros que também nos trazem grandes contribuições pertinentes a alfabetização na idade certa, ainda assim nos deparamos com problemas de alfabetização em nossa educação. Detectamos que o processo de alfabetização, ou seja “alfabetizar” é muito complexo principalmente no que concerne a inserção da criança na cultura letrada com garantia do avanço dos processos sócios educacionais, políticos e culturais, e com igualdade de direitos para a promoção efetiva dos discentes, de maneira que os torne capazes de enfrentar os desafios da sociedade que se encontra em constante transformação. Vimos que, a alfabetização plena parece um tanto quanto distante das reflexões que culminam os princípios indissociáveis, ficando aquém da compreensão e promoção do ideal almejado por todos os que fazem parte da educação. Enfatizamos também, neste trabalho, a importância da formação continuada dos professores alfabetizadores,principalmente os que estão nos autos do Pacto Nacional Pela Alfabetização na Idade certa – PNAIC, política atual que vem se destacando no processo de ensino e aprendizagem, na luta contra o fracasso escolar das crianças dos anos iniciais .Damos ênfases ao ensino qualitativo em que as crianças estejam plenamente alfabetizadas até o 3º ano do ensino fundamental, pois, se, as crianças ao saírem do terceiro ano escolar, se não estiverem plenamente alfabetizadas, não conseguirão acompanhar seu ciclo de alfabetização/formação.Em decorrência disto, a formação continuada dos professores alfabetizadores é explicitamente essencial pois, sem ela,estes,por sua vez, não conseguirão obter êxito frente ao grande desafio da educação que é a plena alfabetização na idade certa.Levaremos para a vida tanto pessoal, acadêmica quanto profissional o que aprendemos nesta pesquisa e buscaremos futuras pesquisas para nos aprofundar mais sobre o tema em foco para que assim, possamos desenvolver um trabalho com sentido e significado.Universidade Federal do Rio Grande do NorteUFRNBrasilPedagogia EADAlfabetização na idade certaEducaçãoPNAICFormação continuadaLiteracy at the right ageEducaçãoAlfabetização na Idade Certa: desafios e possibilidadesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/openAccessporreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNTEXTAlfabetizaçãoNaIdadeCerta_Artigo_2016.pdf.txtExtracted texttext/plain50535https://repositorio.ufrn.br/bitstream/123456789/42171/1/Alfabetiza%c3%a7%c3%a3oNaIdadeCerta_Artigo_2016.pdf.txtf58f21a63211a7ec412aa2babfc37a3bMD51ORIGINALAlfabetizaçãoNaIdadeCerta_Artigo_2016.pdfapplication/pdf572856https://repositorio.ufrn.br/bitstream/123456789/42171/2/Alfabetiza%c3%a7%c3%a3oNaIdadeCerta_Artigo_2016.pdf3cf177ecae839517d3df386cd4abc085MD52LICENSElicense.txttext/plain756https://repositorio.ufrn.br/bitstream/123456789/42171/3/license.txta80a9cda2756d355b388cc443c3d8a43MD53123456789/421712021-10-05 11:32:15.877oai:https://repositorio.ufrn.br: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ório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2021-10-05T14:32:15Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.pr_BR.fl_str_mv |
Alfabetização na Idade Certa: desafios e possibilidades |
title |
Alfabetização na Idade Certa: desafios e possibilidades |
spellingShingle |
Alfabetização na Idade Certa: desafios e possibilidades Silva, Joana Darc Pereira da Alfabetização na idade certa Educação PNAIC Formação continuada Literacy at the right age Educação |
title_short |
Alfabetização na Idade Certa: desafios e possibilidades |
title_full |
Alfabetização na Idade Certa: desafios e possibilidades |
title_fullStr |
Alfabetização na Idade Certa: desafios e possibilidades |
title_full_unstemmed |
Alfabetização na Idade Certa: desafios e possibilidades |
title_sort |
Alfabetização na Idade Certa: desafios e possibilidades |
author |
Silva, Joana Darc Pereira da |
author_facet |
Silva, Joana Darc Pereira da |
author_role |
author |
dc.contributor.referees1.none.fl_str_mv |
Santos, Carina Pessoa |
dc.contributor.referees2.none.fl_str_mv |
Silva, Simone Patricia da |
dc.contributor.referees3.none.fl_str_mv |
Silva, Ivoneide Mendes da |
dc.contributor.author.fl_str_mv |
Silva, Joana Darc Pereira da |
dc.contributor.advisor1.fl_str_mv |
Santos, Carina Pessoa |
contributor_str_mv |
Santos, Carina Pessoa |
dc.subject.pr_BR.fl_str_mv |
Alfabetização na idade certa Educação PNAIC Formação continuada Literacy at the right age |
topic |
Alfabetização na idade certa Educação PNAIC Formação continuada Literacy at the right age Educação |
dc.subject.cnpq.fl_str_mv |
Educação |
description |
This work aims to "focus the importance of literacy in the right age of the students of the first three years of elementary school, ie until the eight years of literature age. Accomplished, descriptive and theoretically based on articles published by major authors such as; Luiz Carlos Cagliari (2009), Gomes (2013), Soares (2010), Marques (2009), PCNS (2001). Bringing contributions for literacy at the right age, given that reality has revealed major concerns within the our Brazilian education. Given this this research, see if put to education a major challenge in the history of contemporary education, which is to ensure full literacy of students in the early years. In short, education has a key role in this development process, and is considered the driving force for the transformation of our país.constatamos that despite the contributions of these great authors, and others who bring us great relevant contributions to literacy in age some still faced with literacy problems in our education. We detected that the literacy process, that is "literate" is very complex especially regarding the child's insertion into the literary culture guaranteed the advancement of educational partners processes, political and cultural rights, and equal rights for the effective promotion of students so as to make it capable of facing the challenges of society that is constantly changing. We have seen that full literacy seems somewhat distant reflections that culminate the inseparable principles, falling short of the understanding and promotion of the desired ideal for all those who are part of education. It is emphasized in this paper, the importance of continuing training of literacy teachers, especially those in the records of the National Pact for Literacy at the right age - PNAIC, current policy that has been highlighted in the process of teaching and learning in the fight against failure school children in the early years. We emphasis to qualitative education in which children are fully literate to the 3rd grade of elementary school, because if the children when they leave the third school year, if not fully literate, they cannot track your cycle of literacy / formation .In result, the continued training of literacy teachers is explicitly critical because, without it, these, in turn, will be unable to succeed against the challenge of education is full literacy in certa.Levaremos age for life both personal, academic and professional what we have learned in this study and future research will seek to delve more on the subject in focus so that we can develop a work with meaning and significance. |
publishDate |
2016 |
dc.date.accessioned.fl_str_mv |
2016-08-04T12:33:41Z 2021-10-05T14:32:15Z |
dc.date.available.fl_str_mv |
2016-08-04T12:33:41Z 2021-10-05T14:32:15Z |
dc.date.issued.fl_str_mv |
2016 |
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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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2012031353 |
dc.identifier.citation.fl_str_mv |
SILVA, Joana Darc Pereira da. Alfabetização na Idade Certa: desafios e possibilidades. 2016. 21f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
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https://repositorio.ufrn.br/handle/123456789/42171 |
identifier_str_mv |
2012031353 SILVA, Joana Darc Pereira da. Alfabetização na Idade Certa: desafios e possibilidades. 2016. 21f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia a Distância), Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2016. |
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Brasil |
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