Ensinar/Aprender ortografia: uma experiência na formação de professores
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFRN |
Texto Completo: | https://repositorio.ufrn.br/jspui/handle/123456789/14176 |
Resumo: | The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants |
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Menezes, Priscilla Carla Silveirahttp://lattes.cnpq.br/5541203402305507http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7Silva, Hilton Justino dahttp://lattes.cnpq.br/3580351414151805Rocha, Maria Antonia Teixeira dahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727371Z7Lopes, Denise Maria de Carvalhohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5Carvalho, Maria do Rosário de Fátima dehttp://buscatextual.cnpq.br/buscatextual/index.jspRodrigues, Maria das Graças Soareshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783941Y9Campelo, Maria Estela Costa Holanda2014-12-17T14:35:58Z2009-03-312014-12-17T14:35:58Z2008-12-09MENEZES, Priscilla Carla Silveira. Ensinar/Aprender ortografia: uma experiência na formação de professores. 2008. 268 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008.https://repositorio.ufrn.br/jspui/handle/123456789/14176The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participantsOs estudos na área de educação têm defendido a importância de se formar professores autônomos que busquem compreender o contexto em que atuam, para que esse movimento possibilite intervenções educativas com melhores condições de aprendizagem para os alunos. No âmbito da formação de professores, tem sido discutida a importância de ações formativas que tenham, como foco, a análise das necessidades na formação docente como alternativa para tornar tais ações mais significativas. Preocupada com essas questões e com o fracasso escolar na educação brasileira, mormente na alfabetização das crianças da escola pública, realizamos este trabalho que objetiva investigar as necessidades de formação de professores do Ensino Fundamental da escola pública, no âmbito das dificuldades ortográficas dos seus alunos, construindo com esses professores conhecimentos sobre o processo de ensinar/aprender ortografia. O estudo foi realizado em uma escola municipal da cidade de Parnamirim-RN, que oferece o Ensino Fundamental I. A abordagem investigativa é de natureza qualitativa, cujas metodologias utilizadas foram o estudo de caso e a pesquisa-ação. Participaram da pesquisa 7 professoras e 1 vice-diretora da instituição. Para a construção dos dados, foram utilizados os seguintes instrumentos: entrevista semi-diretiva coletiva e individual, análise documental, questionário e observação, que possibilitaram a triangulação dos dados para a análise de conteúdo. Os principais resultados apontaram que as necessidades iniciais das professoras daquela escola estavam direcionadas não só ao ensino da ortografia, mas também ao tipo de formação que receberiam. Verificamos ainda que o processo formativo foi favorecedor de tomadas de consciência pelas professoras no que se refere aos erros ortográficos, às estratégias utilizadas em sala de aula e ao planejamento direcionado ao ensino da ortografia. Por fim, concluímos que a reflexão das docentes pesquisadas sobre as suas próprias necessidades de formação contribuiu para (trans)formações de suas concepções e práticas relacionadas ao ensino da ortografia, mesmo diante de algumas dificuldades encontradas, tanto na formação quanto na prática pedagógica desenvolvida pelas participantesapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoFormação de professoresNecessidades de formaçãoEnsino da ortografiaFormation needsTeaching of the spellingCNPQ::CIENCIAS HUMANAS::EDUCACAOEnsinar/Aprender ortografia: uma experiência na formação de professoresinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALFormacaoProfessores_Menezes_2008.pdfFormacaoProfessores_Menezes_2008.pdfapplication/pdf1563254https://repositorio.ufrn.br/bitstream/123456789/14176/1/FormacaoProfessores_Menezes_2008.pdfac544e295302609a447d48eecfff6c00MD51TEXTPriscillaCSM_TESE.pdf.txtPriscillaCSM_TESE.pdf.txtExtracted texttext/plain563738https://repositorio.ufrn.br/bitstream/123456789/14176/6/PriscillaCSM_TESE.pdf.txt61c47f323659903ccdf0592ac22bfe61MD56FormacaoProfessores_Menezes_2008.pdf.txtFormacaoProfessores_Menezes_2008.pdf.txtExtracted texttext/plain563738https://repositorio.ufrn.br/bitstream/123456789/14176/8/FormacaoProfessores_Menezes_2008.pdf.txt61c47f323659903ccdf0592ac22bfe61MD58THUMBNAILFormacaoProfessores_Menezes_2008.pdf.jpgFormacaoProfessores_Menezes_2008.pdf.jpgIM Thumbnailimage/jpeg2070https://repositorio.ufrn.br/bitstream/123456789/14176/7/FormacaoProfessores_Menezes_2008.pdf.jpg20a5b0fb3aa3fff17c4d58d8599fc8faMD57123456789/141762019-01-29 19:16:25.75oai:https://repositorio.ufrn.br:123456789/14176Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2019-01-29T22:16:25Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
Ensinar/Aprender ortografia: uma experiência na formação de professores |
title |
Ensinar/Aprender ortografia: uma experiência na formação de professores |
spellingShingle |
Ensinar/Aprender ortografia: uma experiência na formação de professores Menezes, Priscilla Carla Silveira Formação de professores Necessidades de formação Ensino da ortografia Formation needs Teaching of the spelling CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Ensinar/Aprender ortografia: uma experiência na formação de professores |
title_full |
Ensinar/Aprender ortografia: uma experiência na formação de professores |
title_fullStr |
Ensinar/Aprender ortografia: uma experiência na formação de professores |
title_full_unstemmed |
Ensinar/Aprender ortografia: uma experiência na formação de professores |
title_sort |
Ensinar/Aprender ortografia: uma experiência na formação de professores |
author |
Menezes, Priscilla Carla Silveira |
author_facet |
Menezes, Priscilla Carla Silveira |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/5541203402305507 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Silva, Hilton Justino da |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/3580351414151805 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Rocha, Maria Antonia Teixeira da |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4727371Z7 |
dc.contributor.referees3.pt_BR.fl_str_mv |
Lopes, Denise Maria de Carvalho |
dc.contributor.referees3ID.por.fl_str_mv |
|
dc.contributor.referees3Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939Y5 |
dc.contributor.referees4.pt_BR.fl_str_mv |
Carvalho, Maria do Rosário de Fátima de |
dc.contributor.referees4ID.por.fl_str_mv |
|
dc.contributor.referees4Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/index.jsp |
dc.contributor.referees5.pt_BR.fl_str_mv |
Rodrigues, Maria das Graças Soares |
dc.contributor.referees5ID.por.fl_str_mv |
|
dc.contributor.referees5Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4783941Y9 |
dc.contributor.author.fl_str_mv |
Menezes, Priscilla Carla Silveira |
dc.contributor.advisor1.fl_str_mv |
Campelo, Maria Estela Costa Holanda |
contributor_str_mv |
Campelo, Maria Estela Costa Holanda |
dc.subject.por.fl_str_mv |
Formação de professores Necessidades de formação Ensino da ortografia |
topic |
Formação de professores Necessidades de formação Ensino da ortografia Formation needs Teaching of the spelling CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Formation needs Teaching of the spelling |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants |
publishDate |
2008 |
dc.date.issued.fl_str_mv |
2008-12-09 |
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2009-03-31 2014-12-17T14:35:58Z |
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2014-12-17T14:35:58Z |
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MENEZES, Priscilla Carla Silveira. Ensinar/Aprender ortografia: uma experiência na formação de professores. 2008. 268 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14176 |
identifier_str_mv |
MENEZES, Priscilla Carla Silveira. Ensinar/Aprender ortografia: uma experiência na formação de professores. 2008. 268 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2008. |
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Universidade Federal do Rio Grande do Norte |
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