A metodologia da equivalência de estímulos como recurso pedagógico para o professor do contraturno
Data
2007-12-10
Autores
Hayashi, Ednéia Aparecida Peres [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os objetivos deste trabalho foram os de capacitar professores da sala de reforço, do Ensino Fundamental, para a utilização da metodologia da equivalência de estímulos com seus alunos, por meio de um programa informatizado e, por meio da aplicação da metodologia da equivalência, verificar a história de interação de dois alunos com as figuras referentes às palavras de treino e comparar o desempenho deles com os demais, quanto à leitura generalizada. Participaram três professoras do Ensino Fundamental (sendo duas da mesma escola) e quatro alunos, dois de cada escola, apresentando dificuldades de leitura e escrita, como omissão da leitura e/ou da escrita de sílabas, troca de sílabas ou não conseguir ler e/ou escrever nem parte da palavra. As escolas ficam situadas em Londrina, Paraná. Inicialmente realizou-se a seleção dos participantes, que ocorreu por meio de indicação das supervisoras, um pré-teste de leitura com os alunos para estabelecer a linha de base e o pré-treino. No pré-treino, foram apresentadas figuras correspondentes a cada palavra que seria ensinada (palavra de treino) e solicitado à criança que dissesse o nome da figura e, para dois alunos, um de cada escola, que leram menos palavras no pré-teste, foi pedido que falassem o que conheciam sobre cada figura que estava sendo apresentada. Paralelamente, as professoras participaram de encontros para a discussão de questões teóricas relativas à metodologia, bem como para conhecer o software e aprender a manuseá-lo. Em seguida, conduziram as sessões experimentais com os alunos para a aplicação da metodologia de equivalência de estímulos, para o ensino de leitura de palavras.
The objectives of this work were the ones of qualifying teachers of the reinforcement room, of the Fundamental Teaching, for the use of the methodology of the equivalence of incentives with your students, through a computerized program and, through the application of the methodology of the equivalence, to verify the history of two students' interaction with the referring illustrations to the training words and to compare their acting with the others, with relationship to the widespread reading. Announced three teachers of the Fundamental Teaching (being two of the same school) and four students, two of each school, presenting reading and writing difficulties, as omission of the reading and/or of the writing of syllables, change of syllables or not to get to read and/or to write nor it a part of the word. The schools are located in Londrina, Paraná. Initially was realized the participants' selection, that it happened through the supervisors' indication, a reading initial test with the students to establish the base line and the initial training. In the initial training, were presented illustrations corresponding to each word that would be taught (training word) and requested the child that said the name of the illustration and, for two students, one of each school, that read less words in the initial read, was asked for they spoke what knew about each illustration that was being presented. Parallel to that, the teachers participated of encounters for the discussion of relative theoretical subjects to the methodology, as well as to know the software and to learn to handle. Soon after, they led the experimental sessions with the students for the application of the methodology of equivalence of incentives, for the teaching of reading of words.
The objectives of this work were the ones of qualifying teachers of the reinforcement room, of the Fundamental Teaching, for the use of the methodology of the equivalence of incentives with your students, through a computerized program and, through the application of the methodology of the equivalence, to verify the history of two students' interaction with the referring illustrations to the training words and to compare their acting with the others, with relationship to the widespread reading. Announced three teachers of the Fundamental Teaching (being two of the same school) and four students, two of each school, presenting reading and writing difficulties, as omission of the reading and/or of the writing of syllables, change of syllables or not to get to read and/or to write nor it a part of the word. The schools are located in Londrina, Paraná. Initially was realized the participants' selection, that it happened through the supervisors' indication, a reading initial test with the students to establish the base line and the initial training. In the initial training, were presented illustrations corresponding to each word that would be taught (training word) and requested the child that said the name of the illustration and, for two students, one of each school, that read less words in the initial read, was asked for they spoke what knew about each illustration that was being presented. Parallel to that, the teachers participated of encounters for the discussion of relative theoretical subjects to the methodology, as well as to know the software and to learn to handle. Soon after, they led the experimental sessions with the students for the application of the methodology of equivalence of incentives, for the teaching of reading of words.
Descrição
Palavras-chave
Leitura, Ensino fundamental, Professores de ensino fundamental - Formação, Leitura - Dificuldade, Capacitação de professores, Teacher's training, Reinforcement room, Conditional discrimination
Como citar
HAYASHI, Ednéia Aparecida Peres. A metodologia da equivalência de estímulos como recurso pedagógico para o professor do contraturno. 2007. 131 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2007.