Proposta construtivista em questão: analise da experiencia brasileira no ensino da leitura e escrita

• Autor(a) principal: Moura, Josana Ferreira Bassi de [UNESP]
• Data de Publicação: 2012
• Outros Autores: Dongo-Montoya, Adrian Oscar [UNESP]
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://www2.marilia.unesp.br/revistas/index.php/scheme/article/view/2396; http://hdl.handle.net/11449/114808
• topic: Psicologia Genética; Ensino da escrita e leitura; Proposta construtivista

Years after the constructivism theory was adopted by “Parameters for National Syllabuses”, the results have pointed to a worse performance in teaching and learning with regards to reading and writing. This article presents the conclusions proceeding from investigation about the probable reasons for the student’s lack of success in reading and writing, and its relation to Emília Ferreiro’s constructivism proposals. Interviews were made as well as sit in class observation were done, with twenty teachers at six Fundamental Level 1 schools in Ourinhos, SP State, in schools that had been awarded the best and the worst performance rating in the Prova Brasil-2005, with this objective: to know and analyze the teacher’s conceptions under their practices and their practices in the classes. The conclusion is: it is not possible to attribute the students’ lack of success in reading and writing; these studies showed that many teachers, most of them, have a non-constructivist concept of teaching and learning, it means that they do not apply Ferreiro’s researches.