Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/13528 |
Resumo: | This research was supported by the assumption that the psychopedagogical evaluation of a subject who has some difficulties in the literacy process can contribute to the elaboration of a pedagogical proposal that promotes the success of their learning. In the meantime, the objective was to make use of psychopedagogical assessment as an instrument to identify the difficulties related to the acquisition of reading and writing skills, in order to identify possible ways of pedagogical intervention. From a qualitative point of view, with the adoption of procedures and surveys of socio-environmental issues, document analysis, application of protocols, analysis of the data found and recommendations, the theoretical basis was anchored in the postulates of Social Sciences, in compliance with the ideas of researchers in the field of education (Jardini, 2010; Illich, 2002; Ferreiro e Teberosky, 1985) and neuro-learning studies (Capellini, Smythe, & Silva, 2012; Capovilla & Seabra, 2012a, 2012b, 2013; Seabra, Trevisan, & Capovilla, 2012; Sánches 2004). It was concluded that the results obtained through psychopedagogical evaluation point to ways for the elaboration of pedagogical activities that can contribute to the child's learning. |
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Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention planDificultades en la alfabetización: los aportes de la evaluación psicopedagógica al plan de intervención escolarDificuldades na alfabetização: as contribuições da avaliação psicopedagógica para o plano interventivo escolarEvaluación psicopedagógicaLiteraturaIntervención.Psychopedagogical evaluationLiteracyIntervention.Avaliação psicopedagógicaAlfabetizaçãoIntervenção.This research was supported by the assumption that the psychopedagogical evaluation of a subject who has some difficulties in the literacy process can contribute to the elaboration of a pedagogical proposal that promotes the success of their learning. In the meantime, the objective was to make use of psychopedagogical assessment as an instrument to identify the difficulties related to the acquisition of reading and writing skills, in order to identify possible ways of pedagogical intervention. From a qualitative point of view, with the adoption of procedures and surveys of socio-environmental issues, document analysis, application of protocols, analysis of the data found and recommendations, the theoretical basis was anchored in the postulates of Social Sciences, in compliance with the ideas of researchers in the field of education (Jardini, 2010; Illich, 2002; Ferreiro e Teberosky, 1985) and neuro-learning studies (Capellini, Smythe, & Silva, 2012; Capovilla & Seabra, 2012a, 2012b, 2013; Seabra, Trevisan, & Capovilla, 2012; Sánches 2004). It was concluded that the results obtained through psychopedagogical evaluation point to ways for the elaboration of pedagogical activities that can contribute to the child's learning.Esta investigación se sustenta en el supuesto de que la evaluación psicopedagógica de un sujeto que presenta algunas dificultades en el proceso de alfabetización puede contribuir a la elaboración de una propuesta pedagógica que promueva el éxito de su aprendizaje. Mientras tanto, el objetivo fue hacer uso de la evaluación psicopedagógica como instrumento para identificar las dificultades relacionadas con la adquisición de habilidades lectoras y escritas, con el fin de identificar posibles vías de intervención pedagógica. Desde el punto de vista cualitativo, con la adopción de procedimientos y levantamientos de aspectos socioambientales, análisis de documentos, aplicación de protocolos, análisis de los datos encontrados y recomendaciones, la base teórica se ancló en los postulados de las Ciencias Sociales, en cumplimiento de las ideas de los investigadores en el campo de la educación (Jardini, 2010; Illich, 2002; Ferreiro e Teberosky, 1985) y estudios de neuroaprendizaje(Capellini, Smythe, & Silva, 2012; Capovilla & Seabra, 2012a, 2012b, 2013; Seabra, Trevisan, & Capovilla, 2012; Sánches 2004) Se concluyó que los resultados obtenidos a través de la evaluación psicopedagógica apuntan a caminos para la elaboración de actividades pedagógicas que pueden contribuir al aprendizaje del niño.A presente pesquisa teve seu apoio no pressuposto de que a avaliação psicopedagógica de um sujeito que apresenta algumas dificuldades no processo de alfabetização pode contribuir na elaboração de uma proposta pedagógica que promova o sucesso de sua aprendizagem. Nesse ínterim, traçou-se como objetivo fazer uso da avaliação psicopedagógica como instrumento de identificação das dificuldades relacionadas à aquisição das habilidades de leitura e escrita, a fim de identificar possíveis caminhos de intervenção pedagógica. De viés qualitativa, com a adoção de procedimentos e levantamentos de questões socioambientais, análise documental, aplicação de protocolos, análise dos dados encontrados e recomendações, a base teórica foi ancorada nos postulados das Ciências Sociais, em observância às ideias de pesquisadores das área de educação (Jardini, 2010; Illich, 2002; Ferreiro e Teberosky, 1985) e dos estudos da neuroaprendizagem (Capellini, Smythe, & Silva, 2012; Capovilla & Seabra, 2012a, 2012b, 2013; Seabra, Trevisan, & Capovilla, 2012; Sánches 2004). Concluiu-se que os resultados obtidos via avaliação psicopedagógica apontam caminhos para a elaboração de atividades de cunho pedagógico que podem contribuir para a aprendizagem da criança.Research, Society and Development2021-03-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1352810.33448/rsd-v10i4.13528Research, Society and Development; Vol. 10 No. 4; e2410413528Research, Society and Development; Vol. 10 Núm. 4; e2410413528Research, Society and Development; v. 10 n. 4; e24104135282525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/13528/12377Copyright (c) 2021 Helma Costa dos Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Helma Costa dos 2021-04-25T11:21:26Zoai:ojs.pkp.sfu.ca:article/13528Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:34:50.933803Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan Dificultades en la alfabetización: los aportes de la evaluación psicopedagógica al plan de intervención escolar Dificuldades na alfabetização: as contribuições da avaliação psicopedagógica para o plano interventivo escolar |
title |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan |
spellingShingle |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan Santos, Helma Costa dos Evaluación psicopedagógica Literatura Intervención. Psychopedagogical evaluation Literacy Intervention. Avaliação psicopedagógica Alfabetização Intervenção. |
title_short |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan |
title_full |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan |
title_fullStr |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan |
title_full_unstemmed |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan |
title_sort |
Difficulties in literacy: the contributions of psych pedagogical assessment to the school intervention plan |
author |
Santos, Helma Costa dos |
author_facet |
Santos, Helma Costa dos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Helma Costa dos |
dc.subject.por.fl_str_mv |
Evaluación psicopedagógica Literatura Intervención. Psychopedagogical evaluation Literacy Intervention. Avaliação psicopedagógica Alfabetização Intervenção. |
topic |
Evaluación psicopedagógica Literatura Intervención. Psychopedagogical evaluation Literacy Intervention. Avaliação psicopedagógica Alfabetização Intervenção. |
description |
This research was supported by the assumption that the psychopedagogical evaluation of a subject who has some difficulties in the literacy process can contribute to the elaboration of a pedagogical proposal that promotes the success of their learning. In the meantime, the objective was to make use of psychopedagogical assessment as an instrument to identify the difficulties related to the acquisition of reading and writing skills, in order to identify possible ways of pedagogical intervention. From a qualitative point of view, with the adoption of procedures and surveys of socio-environmental issues, document analysis, application of protocols, analysis of the data found and recommendations, the theoretical basis was anchored in the postulates of Social Sciences, in compliance with the ideas of researchers in the field of education (Jardini, 2010; Illich, 2002; Ferreiro e Teberosky, 1985) and neuro-learning studies (Capellini, Smythe, & Silva, 2012; Capovilla & Seabra, 2012a, 2012b, 2013; Seabra, Trevisan, & Capovilla, 2012; Sánches 2004). It was concluded that the results obtained through psychopedagogical evaluation point to ways for the elaboration of pedagogical activities that can contribute to the child's learning. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-29 |
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://rsdjournal.org/index.php/rsd/article/view/13528 10.33448/rsd-v10i4.13528 |
url |
https://rsdjournal.org/index.php/rsd/article/view/13528 |
identifier_str_mv |
10.33448/rsd-v10i4.13528 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/13528/12377 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Helma Costa dos Santos https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Helma Costa dos Santos https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 4; e2410413528 Research, Society and Development; Vol. 10 Núm. 4; e2410413528 Research, Society and Development; v. 10 n. 4; e2410413528 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052746974625792 |