A interação professor-aluno nas atividades de escrita: um estudo em salas de primeiro ano do ensino fundamental
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Data
2008-08-28
Autores
Schuveter, Maria Helena [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Em nosso país, a necessidade de tornar mais eficiente o trabalho pedagógico, relativo à alfabetização, e de melhorar os desempenhos dos alunos em leitura e escrita tem desencadeado ações e medidas diversas por parte dos órgãos públicos. Muitas são as pesquisas sobre a problemática da alfabetização, sobretudo, nas universidades. Entretanto, pouco se conhece sobre o ensino no cotidiano em sala de aula, sobre as interações entre o professor e seus alunos no processo de alfabetização. Diante disso, o presente trabalho objetiva descrever e comparar as interações, observadas em aulas, do professor com os alunos que ele considera como os que apresentam mais dificuldades e os que apresentam mais facilidade no aprendizado da escrita. Mediante uma leitura com ênfase nos aspectos didáticos dessas interações, busca-se descrevê-las, destacando-se as manifestações do professor frente às ações dos alunos com desempenhos diversos e as das crianças frente às ações do professor. Complementam essas descrições os dados obtidos em entrevistas com os professores. Os estudos das situações que as crianças vivenciam em sala de aula e o enfoque do processo de ensino e aprendizado da escrita, apresentado pelos professores, assumem relevância, uma vez que podem contribuir para as reflexões sobre a prática docente e para a formação de professores. Os resultados da pesquisa mostram diferenças na interação que o professor estabelece com os alunos, dependendo do seu desempenho. Além disso, as práticas pedagógicas pouco contribuem para que os alunos que apresentam baixo desempenho avancem no aprendizado da escrita.
In our country, there is an actual necessity of making effective the pedagogical work relate to literacy activities and thus to improve the achievements of students in both reading and writing. Because of this the governmental offices have implemented several actions aiming to solve that problem. There are several researches about literacy, especially in universities. However, little is known about both teaching in classroom and interactions between teacher and students at literacy process. Because of this the present study aims both to describe and compare the interaction observed in classes between teacher and those students considered by him pupils that have a bigger difficulty and those that have a smaller one to learn to write. By means of a reading with an emphasis on didactics aspects of these interactions it seeks to describe them, giving emphasis those manifestations of the teacher in front of the actions of the students with diverse achievements and those from children in front of the actions practiced by teacher. For complementing these descriptions are presented the data obtained by means of interviews with teachers. The studies of the situations that children experience in classroom and the focus at both the writing teaching and learning process, presented by teachers, are important seeing that they can contribute for reflecting about both teachers practice and formation. The research results show different types of interactions that teachers establish with students, according to their achievements. Furthermore, the pedagogical practices contribute little for that students who have poor achievements move ahead in the learning of writing.
In our country, there is an actual necessity of making effective the pedagogical work relate to literacy activities and thus to improve the achievements of students in both reading and writing. Because of this the governmental offices have implemented several actions aiming to solve that problem. There are several researches about literacy, especially in universities. However, little is known about both teaching in classroom and interactions between teacher and students at literacy process. Because of this the present study aims both to describe and compare the interaction observed in classes between teacher and those students considered by him pupils that have a bigger difficulty and those that have a smaller one to learn to write. By means of a reading with an emphasis on didactics aspects of these interactions it seeks to describe them, giving emphasis those manifestations of the teacher in front of the actions of the students with diverse achievements and those from children in front of the actions practiced by teacher. For complementing these descriptions are presented the data obtained by means of interviews with teachers. The studies of the situations that children experience in classroom and the focus at both the writing teaching and learning process, presented by teachers, are important seeing that they can contribute for reflecting about both teachers practice and formation. The research results show different types of interactions that teachers establish with students, according to their achievements. Furthermore, the pedagogical practices contribute little for that students who have poor achievements move ahead in the learning of writing.
Descrição
Palavras-chave
Alfabetização, Didática, Interação professor-aluno, Teacher-students interaction
Como citar
SCHUVETER, Maria Helena. A interação professor-aluno nas atividades de escrita: um estudo em salas de primeiro ano do ensino fundamental. 2008. 111 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2008.