Contributions of collaborative education to the teaching of reading to students with specific functional disorders

Detalhes bibliográficos
Autor(a) principal: Angelo, Cristiane Malinoski Pianaro
Data de Publicação: 2019
Outros Autores: Blum, Maria Andreia Batista, Shimazaki, Elsa Midori
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Horizontes de Linguística Aplicada
Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/26857
Resumo: This article aims to present and discuss the results of continuing collaborative education focused on teaching reading to students with Specific Functional Disorders (SFD). The research was based on the assumptions of the historical-cultural theory and the methodological orientations of the collaborative research, involving one of the researchers and a 4th-grade primary school teacher from a public school, in which a student with SFD was enrolled. The results showed that the collaborative work with the teacher contributed to the assistance to the student with SFD. The teacher worked through the students' proximal development zone and consolidated it with planned and systematized pedagogical actions. Thus, the research shows the need to challenge the student beyond his real development level with the proposition of situations that trigger the potential development level.
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spelling Contributions of collaborative education to the teaching of reading to students with specific functional disordersContribuições da formação colaborativa para o ensino da leitura junto ao aluno com transtornos funcionais específicosReadingCollaborative researchContinuing educationSpecific Functional DisordersLeituraPesquisa colaborativaFormação continuadaTranstornos Funcionais EspecíficosThis article aims to present and discuss the results of continuing collaborative education focused on teaching reading to students with Specific Functional Disorders (SFD). The research was based on the assumptions of the historical-cultural theory and the methodological orientations of the collaborative research, involving one of the researchers and a 4th-grade primary school teacher from a public school, in which a student with SFD was enrolled. The results showed that the collaborative work with the teacher contributed to the assistance to the student with SFD. The teacher worked through the students' proximal development zone and consolidated it with planned and systematized pedagogical actions. Thus, the research shows the need to challenge the student beyond his real development level with the proposition of situations that trigger the potential development level.Este artigo tem por objetivo apresentar e discutir os resultados de uma formação continuada colaborativa voltada ao ensino da leitura ao aluno com Transtornos Funcionais Específicos (TFE). A pesquisa fundamentou-se nos pressupostos da teoria histórico-cultural no que concerne à aprendizagem e nas orientações metodológicas da pesquisa colaborativa, envolvendo uma das pesquisadoras e uma professora de 4º ano do Ensino Fundamental de uma escola pública, classe na qual se encontrava matriculado um aluno com TFE. Os resultados demonstraram que o trabalho colaborativo junto ao professor contribuiu para o atendimento ao aluno com TFE. Com ações pedagógicas planejadas e sistematizadas, o professor atuou na zona de desenvolvimento proximal dos alunos e consolidou-a. Dessa forma, a pesquisa mostra a necessidade de desafiar o aluno para além de seu nível de desenvolvimento real com a proposição de situações desencadeadoras do nível de desenvolvimento potencial.Programa de Pós-Graduação em Linguística Aplicada2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/horizontesla/article/view/2685710.26512/rhla.v18i2.26857Revista Horizontes de Linguistica Aplicada; Vol. 18 No. 2 (2019); 41-62Revista Horizontes de Linguistica Aplicada; v. 18 n. 2 (2019); 41-622237-09511677-977010.26512/rhla.v18i2reponame:Revista Horizontes de Linguística Aplicadainstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/horizontesla/article/view/26857/25517Copyright (c) 2019 Revista Horizontes de Linguistica Aplicadahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessAngelo, Cristiane Malinoski PianaroBlum, Maria Andreia BatistaShimazaki, Elsa Midori2021-06-14T17:01:11Zoai:ojs.pkp.sfu.ca:article/26857Revistahttps://periodicos.unb.br/index.php/horizontesla/indexPUBhttps://periodicos.unb.br/index.php/horizontesla/oaihorizontesla@gmail.com2237-09511677-9770opendoar:2023-01-13T09:49:26.419986Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Contributions of collaborative education to the teaching of reading to students with specific functional disorders
Contribuições da formação colaborativa para o ensino da leitura junto ao aluno com transtornos funcionais específicos
title Contributions of collaborative education to the teaching of reading to students with specific functional disorders
spellingShingle Contributions of collaborative education to the teaching of reading to students with specific functional disorders
Angelo, Cristiane Malinoski Pianaro
Reading
Collaborative research
Continuing education
Specific Functional Disorders
Leitura
Pesquisa colaborativa
Formação continuada
Transtornos Funcionais Específicos
title_short Contributions of collaborative education to the teaching of reading to students with specific functional disorders
title_full Contributions of collaborative education to the teaching of reading to students with specific functional disorders
title_fullStr Contributions of collaborative education to the teaching of reading to students with specific functional disorders
title_full_unstemmed Contributions of collaborative education to the teaching of reading to students with specific functional disorders
title_sort Contributions of collaborative education to the teaching of reading to students with specific functional disorders
author Angelo, Cristiane Malinoski Pianaro
author_facet Angelo, Cristiane Malinoski Pianaro
Blum, Maria Andreia Batista
Shimazaki, Elsa Midori
author_role author
author2 Blum, Maria Andreia Batista
Shimazaki, Elsa Midori
author2_role author
author
dc.contributor.author.fl_str_mv Angelo, Cristiane Malinoski Pianaro
Blum, Maria Andreia Batista
Shimazaki, Elsa Midori
dc.subject.por.fl_str_mv Reading
Collaborative research
Continuing education
Specific Functional Disorders
Leitura
Pesquisa colaborativa
Formação continuada
Transtornos Funcionais Específicos
topic Reading
Collaborative research
Continuing education
Specific Functional Disorders
Leitura
Pesquisa colaborativa
Formação continuada
Transtornos Funcionais Específicos
description This article aims to present and discuss the results of continuing collaborative education focused on teaching reading to students with Specific Functional Disorders (SFD). The research was based on the assumptions of the historical-cultural theory and the methodological orientations of the collaborative research, involving one of the researchers and a 4th-grade primary school teacher from a public school, in which a student with SFD was enrolled. The results showed that the collaborative work with the teacher contributed to the assistance to the student with SFD. The teacher worked through the students' proximal development zone and consolidated it with planned and systematized pedagogical actions. Thus, the research shows the need to challenge the student beyond his real development level with the proposition of situations that trigger the potential development level.
publishDate 2019
dc.date.none.fl_str_mv 2019-12-31
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://periodicos.unb.br/index.php/horizontesla/article/view/26857
10.26512/rhla.v18i2.26857
url https://periodicos.unb.br/index.php/horizontesla/article/view/26857
identifier_str_mv 10.26512/rhla.v18i2.26857
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/horizontesla/article/view/26857/25517
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Horizontes de Linguistica Aplicada
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Horizontes de Linguistica Aplicada
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística Aplicada
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística Aplicada
dc.source.none.fl_str_mv Revista Horizontes de Linguistica Aplicada; Vol. 18 No. 2 (2019); 41-62
Revista Horizontes de Linguistica Aplicada; v. 18 n. 2 (2019); 41-62
2237-0951
1677-9770
10.26512/rhla.v18i2
reponame:Revista Horizontes de Linguística Aplicada
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Revista Horizontes de Linguística Aplicada
collection Revista Horizontes de Linguística Aplicada
repository.name.fl_str_mv Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)
repository.mail.fl_str_mv horizontesla@gmail.com
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