A prática dos professores em relação à leitura e à escrita com alunos que ingressam aos seis anos de idade no ensino fundamental
Data
2009-08-27
Autores
Bordignon, Josiane Tomasella [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A alfabetização, nos últimos tempos, tem ocupado lugar de destaque entre as pesquisas e as políticas públicas. Há grande preocupação com a melhoria da qualidade da educação, a qual está associada a uma aprendizagem eficaz da leitura e da escrita. As orientações pedagógicas têm preconizado o ensino voltado para a construção do conhecimento, no qual o aluno seja compreendido como sujeito da aprendizagem; críticas são feitas à valorização da cópia, da repetição e da memorização, acentuadas na didática tradicional. Essas questões exigem do professor uma mudança nas práticas pedagógicas, e ainda mais, mudança de concepção sobre o ensino. Em meio a esse embate, são implantadas as legislações que alteram a idade de matrícula, no ensino obrigatório, de sete para seis anos de idade e a duração do ensino fundamental para nove anos. Diante dessas questões, este estudo visa identificar e descrever os enfoques dados à antecipação da escolaridade obrigatória por parte dos gestores e professores do ensino fundamental; o trabalho dos professores com a leitura e a escrita; as relações entre as práticas pedagógicas e as concepções de ensino, de leitura e de escrita apresentadas pelos professores. Para a realização do estudo foram entrevistados: um representante da Secretaria Municipal da Educação de Rio Claro, diretores de escola, coordenadores pedagógicos e professores do primeiro ano do ensino fundamental, de dez escolas selecionadas por sorteio. Aos professores, dois de cada escola, foram solicitados cadernos de alunos para a análise da prática pedagógica. Os resultados revelam que um número representativo de gestores e professores não apresenta com clareza opinião sobre a inclusão dos alunos de seis anos de idade no ensino fundamental. Quando indagadas sobre o que entendem por saber ler/escrever, uma minoria relaciona a aprendizagem...
Literacy in the last few years has played a very important role in areas such as research and public policies. There is a large preoccupation regarding the improvement of the quality of the education which is associated to an efficient reading and writing processes. The educational orientations have advocated the teaching process considering the knowledge acquisition in which the student is known as the agent in the learning process. The valuing of copying, repetition and memorizing used in the traditional methodology is widely criticized. These issues demand from the teachers a whole change in their educational practice and furthermore a change in the conception about teaching. In this scenery, policies which change the enrolment age for the compulsory education from seven to six years old and the duration of elementary school to nine years are being implemented. Thus, this study implies identifying and describing the focuses given by teachers and managers from the elementary school to the anticipation of the compulsory education, the teacher´s work with reading and writing tasks and the relations between the educational practice and the teaching conceptions from reading and writing activities presented by the teachers. In order to conclude this work, a civil servant from Rio Claro city, principals, coordinators and 1st grade teachers from ten schools selected by raffle were interviewed. Notebooks were required from the teachers (two teachers from each school), for the analyses on the educational practice. The results have showed that a large number of managers and teachers don´t express clearly their opinion about the six-year-old students´ inclusion at elementary school and when asked what they understood about the reading and writing processes, a few ones associated them with decoding and coding. When verifying the children´s notebooks it was possible... (Complete abstract click electronic access below)
Literacy in the last few years has played a very important role in areas such as research and public policies. There is a large preoccupation regarding the improvement of the quality of the education which is associated to an efficient reading and writing processes. The educational orientations have advocated the teaching process considering the knowledge acquisition in which the student is known as the agent in the learning process. The valuing of copying, repetition and memorizing used in the traditional methodology is widely criticized. These issues demand from the teachers a whole change in their educational practice and furthermore a change in the conception about teaching. In this scenery, policies which change the enrolment age for the compulsory education from seven to six years old and the duration of elementary school to nine years are being implemented. Thus, this study implies identifying and describing the focuses given by teachers and managers from the elementary school to the anticipation of the compulsory education, the teacher´s work with reading and writing tasks and the relations between the educational practice and the teaching conceptions from reading and writing activities presented by the teachers. In order to conclude this work, a civil servant from Rio Claro city, principals, coordinators and 1st grade teachers from ten schools selected by raffle were interviewed. Notebooks were required from the teachers (two teachers from each school), for the analyses on the educational practice. The results have showed that a large number of managers and teachers don´t express clearly their opinion about the six-year-old students´ inclusion at elementary school and when asked what they understood about the reading and writing processes, a few ones associated them with decoding and coding. When verifying the children´s notebooks it was possible... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Leitura (Ensino fundamental), Escrita, Ensino fundamental, Alfabetização, Inclusão em educação, Prática pedagógica, Educational practice
Como citar
BORDIGNON, Josiane Tomasella. A prática dos professores em relação à leitura e à escrita com alunos que ingressam aos seis anos de idade no ensino fundamental. 2009. 154 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências de Rio Claro, 2009.