The reading and writing practices by students at the 2nd grade in high school

Detalhes bibliográficos
Autor(a) principal: Tassoni, Elvira Cristina Martins
Data de Publicação: 2013
Outros Autores: Ribeiro, Roberta Soares
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/1498
Resumo: This article presents the results of a survey that aimed to identify the practices of reading and writing by students of 2nd grade in high school at a public school in Piracicaba/SP, as well as how such practices are articulated with those experienced in classes of Portuguese. Observations were made in ten classes with two groups of the 2nd grade and semi-structured interviews with ten students and the teacher of the groups observed. From the empirical analysis, categories were created that show the relations of students with reading and writing. The results indicated significant engagement with practices of reading and writing through technological tools. In relation to school practices, they consider important what is taught, but expect greater dynamism in situations of reading and writing practices, as well as room to express their ideas and opinions.
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spelling The reading and writing practices by students at the 2nd grade in high schoolLas prácticas de lectura y escritura de alumnos de un 2º año de enseñanza secundariaAs práticas de leitura e escrita de alunos de um 2º ano do ensino médioLiteracyPedagogical PracticesHigh SchoolLetramentoPrácticas PedagógicasEnseñanza SecundariaLetramento. Práticas PedagógicasEnsino MédioThis article presents the results of a survey that aimed to identify the practices of reading and writing by students of 2nd grade in high school at a public school in Piracicaba/SP, as well as how such practices are articulated with those experienced in classes of Portuguese. Observations were made in ten classes with two groups of the 2nd grade and semi-structured interviews with ten students and the teacher of the groups observed. From the empirical analysis, categories were created that show the relations of students with reading and writing. The results indicated significant engagement with practices of reading and writing through technological tools. In relation to school practices, they consider important what is taught, but expect greater dynamism in situations of reading and writing practices, as well as room to express their ideas and opinions. Este artículo presenta resultados de investigación que tuvo por objetivo identificar las prácticas de lectura y escritura de alumnos de un 2° año de Enseñanza Secundaria de una escuela estatal en Piracicaba/SP, bien como de qué forma tales prácticas se articulan con las experienciadas en las clases de lengua portuguesa. Para tanto, fueron realizadas observaciones de diez clases en dos clases del año en cuestión y entrevistas semi-estructuradas con diez alumnos y con la profesora de las clases observadas. A partir del material empírico fueron creadas categorías de análisis, que evidencian las relaciones de los alumnos con la lectura y la escritura. Los resultados apuntaron importante envolvimiento con prácticas de lectura y de escritura por medio de herramientas tecnológicas. En relación a las prácticas escolares, aunque consideren importante lo que es enseñado, esperan mayor dinamismo en las clases, situaciones más contextualizadas de lectura y escritura, bien como espacio para expresar sus ideas y opiniones.Este artigo apresenta resultados de pesquisa que teve por objetivo identificar as práticas de leitura e escrita de alunos de um 2° ano do Ensino Médio de uma escola estadual em Piracicaba/SP, bem como de que forma tais práticas se articulam com as vivenciadas nas aulas de língua portuguesa. Para tanto, foram realizadas observações de dez aulas em duas classes do ano em questão e entrevistas semiestruturadas com dez alunos e com a professora das classes observadas. A partir do material empírico foram criadas categorias de análise, que evidenciam as relações dos alunos com a leitura e a escrita. Os resultados apontaram importante envolvimento com práticas de leitura e de escrita por meio de ferramentas tecnológicas. Em relação às práticas escolares, embora considerem importante o que é ensinado, esperam maior dinamismo nas aulas, situações mais contextualizadas de leitura e escrita, bem como espaço para expressarem suas ideias e opiniões.Silvânia Siebert2013-06-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/1498Linguagem em (Dis)curso; Vol. 13 No. 1 (2013); p. 157-186Linguagem em (Dis)curso; v. 13 n. 1 (2013); p. 157-1861982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/1498/1154Tassoni, Elvira Cristina MartinsRibeiro, Roberta Soaresinfo:eu-repo/semantics/openAccess2015-10-02T16:48:01Zoai:portaldeperiodicos.animaeducacao.com.br:article/1498Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2015-10-02T16:48:01Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv The reading and writing practices by students at the 2nd grade in high school
Las prácticas de lectura y escritura de alumnos de un 2º año de enseñanza secundaria
As práticas de leitura e escrita de alunos de um 2º ano do ensino médio
title The reading and writing practices by students at the 2nd grade in high school
spellingShingle The reading and writing practices by students at the 2nd grade in high school
Tassoni, Elvira Cristina Martins
Literacy
Pedagogical Practices
High School
Letramento
Prácticas Pedagógicas
Enseñanza Secundaria
Letramento. Práticas Pedagógicas
Ensino Médio
title_short The reading and writing practices by students at the 2nd grade in high school
title_full The reading and writing practices by students at the 2nd grade in high school
title_fullStr The reading and writing practices by students at the 2nd grade in high school
title_full_unstemmed The reading and writing practices by students at the 2nd grade in high school
title_sort The reading and writing practices by students at the 2nd grade in high school
author Tassoni, Elvira Cristina Martins
author_facet Tassoni, Elvira Cristina Martins
Ribeiro, Roberta Soares
author_role author
author2 Ribeiro, Roberta Soares
author2_role author
dc.contributor.author.fl_str_mv Tassoni, Elvira Cristina Martins
Ribeiro, Roberta Soares
dc.subject.por.fl_str_mv Literacy
Pedagogical Practices
High School
Letramento
Prácticas Pedagógicas
Enseñanza Secundaria
Letramento. Práticas Pedagógicas
Ensino Médio
topic Literacy
Pedagogical Practices
High School
Letramento
Prácticas Pedagógicas
Enseñanza Secundaria
Letramento. Práticas Pedagógicas
Ensino Médio
description This article presents the results of a survey that aimed to identify the practices of reading and writing by students of 2nd grade in high school at a public school in Piracicaba/SP, as well as how such practices are articulated with those experienced in classes of Portuguese. Observations were made in ten classes with two groups of the 2nd grade and semi-structured interviews with ten students and the teacher of the groups observed. From the empirical analysis, categories were created that show the relations of students with reading and writing. The results indicated significant engagement with practices of reading and writing through technological tools. In relation to school practices, they consider important what is taught, but expect greater dynamism in situations of reading and writing practices, as well as room to express their ideas and opinions.
publishDate 2013
dc.date.none.fl_str_mv 2013-06-17
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://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/1498
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/1498
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/1498/1154
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 Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 13 No. 1 (2013); p. 157-186
Linguagem em (Dis)curso; v. 13 n. 1 (2013); p. 157-186
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
_version_ 1800220574735138816

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