Atividade de estudo e apropriação da linguagem escrita no ensino fundamental
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Data
2019-02-28
Autores
Lima, Vanilda Gonçalves de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho apresenta os resultados da pesquisa que teve como objetivo analisar e compreender a contribuição do início do desenvolvimento da atividade de estudo como estratégia pedagógica essencial ao processo de apropriação e objetivação da linguagem escrita pelas crianças nos anos iniciais do Ensino Fundamental. A pesquisa teve como objeto o processo de apropriação da linguagem escrita das crianças nos anos iniciais do Ensino Fundamental, tendo em vista defender a tese de que a iniciação da atividade de estudo, especificamente da tarefa de estudo, como propulsora do desenvolvimento do processo de apropriação da linguagem escrita na produção de diferentes gêneros discursivos. Como processo inicial da atividade de estudo desenvolvemos a proposta de construção de jornal com base nas técnicas pedagógicas freinetianas, com a finalidade de criar necessidades de produção escrita de textos de diferentes gêneros discursivos como conteúdo do jornal. Esse trabalho resultou na construção coletiva de 6 (seis) edições de jornal, uma ao final de cada semestre letivo. O conteúdo das produções textuais resultou das vivências das crianças no contexto escolar, problematizadas e produzidas coletivamente. A pesquisa foi desenvolvida em uma escola da rede pública municipal de Marília-SP envolvendo como sujeitos crianças no período do 1º ao 3º Anos do Ensino Fundamental que foram acompanhadas pela professora, caracterizando-se como uma investigação longitudinal a partir da abordagem metodológica do experimento formativo, cuja base é a Teoria Histórico-Cultural. Os dados foram gerados a partir do processo de produção textual individual de diferentes gêneros discursivos realizadas ao final de cada edição do jornal, totalizando 09 (nove) produções textuais de cada sujeito da pesquisa, durante os 3 anos (três) anos da pesquisa. As produções textuais individuais formam ordenadas e analisadas com base nas categorias dos níveis de desenvolvimento histórico da linguagem escrita pela criança e dos elementos linguísticos da enunciação discursiva como enunciado, pontuação, paragrafação, coerência, coesão, título e corpo de texto, ortografia e vocabulário. As produções textuais das crianças foram ordenadas e analisadas de acordo com o ano de escolaridade, tendo em vista evidenciar a evolução processual da apropriação da linguagem escrita com base nas especificidades do 1º, 2º e 3º Anos do Ensino Fundamental. Os resultados da pesquisa demonstraram desenvolvimento gradual do processo de apropriação e de objetivação da linguagem escrita simbólica pelos sujeitos a partir do desenvolvimento da atividade de estudo - tarefa de estudo. Esse resultado nos permite concluir que a construção do jornal como desenvolvimento inicial da atividade de estudo constituiu-se estratégia teóricometodológica essencial ao desenvolvimento do processo de apropriação e objetivação da linguagem escrita pelas crianças nos anos iniciais do Ensino Fundamental.
The present work reports the research results that aimed analyze and comprehend the primary development of the study activity contribution as an essential appropriate pedagogic strategy for the appropriation and objectification process of written language for children who are in the beginning of Elementary School. The research had as object the appropriation and objectification process of written language of children who are in the beginning of Elementary School, in order to defend the thesis that the initiation of the study activity, specifically, the accomplishment of study tasks as a propelling of the development of the appropriation and objectification process of written language by means of different discursive genres production. As primary process of the study activity, we developed the proposal of the collective newspaper construction based on Freinet’s pedagogic techniques, aiming the creation of necessity of written texts production in different discursive genres as the newspaper content. This work resulted in the collective construction of 6 (six) newspaper editions, one at the end of each school semester. The text productions content for the newspaper was resulted from the written register of different children experience on school context, objected and produced collectively. This research was developed in a municipal public school of Marília-SP involving children as subject from 1st to 3rd grade of Elementary School which was accompanied by the educator-researcher, characterized by a longitudinal investigation realized by a methodological approach of the formative experiment which is based on Historical-Cultural Theory. The data were generated as of the process of individual text production of different discursive genres accomplished in the beginning and in the end of each newspaper edition, totaling 9 (nine) text productions per subject, during the 3 (three) years of the research, constituting 90 (ninety) written productions. The individually text productions were ordered and analyzed based on historical development levels on written language gradually reported by the child as of the linguistics elements of discursive enunciation as wording, punctuation marks, paragraphing, coherence, cohesion, title and body text, spelling and vocabulary. The children text productions were ordered and analyzed according to their year of schooling, in order to emphasize the procedural growth of the appropriation and objectification of written language based on specificities of each year of schooling of Elementary School. The research results demonstrated the growth and gradual process of appropriation and objectification of written symbolic language by the subjects as of the primary development of study activity characterized as study tasks. This result allows us conclude and defend the thesis that the newspaper construction as the primary development of the study activity in school context constituted an essential theoretical-methodological strategy for the development of the appropriation and objectification process of written language for children who are in the beginning of Elementary School.
The present work reports the research results that aimed analyze and comprehend the primary development of the study activity contribution as an essential appropriate pedagogic strategy for the appropriation and objectification process of written language for children who are in the beginning of Elementary School. The research had as object the appropriation and objectification process of written language of children who are in the beginning of Elementary School, in order to defend the thesis that the initiation of the study activity, specifically, the accomplishment of study tasks as a propelling of the development of the appropriation and objectification process of written language by means of different discursive genres production. As primary process of the study activity, we developed the proposal of the collective newspaper construction based on Freinet’s pedagogic techniques, aiming the creation of necessity of written texts production in different discursive genres as the newspaper content. This work resulted in the collective construction of 6 (six) newspaper editions, one at the end of each school semester. The text productions content for the newspaper was resulted from the written register of different children experience on school context, objected and produced collectively. This research was developed in a municipal public school of Marília-SP involving children as subject from 1st to 3rd grade of Elementary School which was accompanied by the educator-researcher, characterized by a longitudinal investigation realized by a methodological approach of the formative experiment which is based on Historical-Cultural Theory. The data were generated as of the process of individual text production of different discursive genres accomplished in the beginning and in the end of each newspaper edition, totaling 9 (nine) text productions per subject, during the 3 (three) years of the research, constituting 90 (ninety) written productions. The individually text productions were ordered and analyzed based on historical development levels on written language gradually reported by the child as of the linguistics elements of discursive enunciation as wording, punctuation marks, paragraphing, coherence, cohesion, title and body text, spelling and vocabulary. The children text productions were ordered and analyzed according to their year of schooling, in order to emphasize the procedural growth of the appropriation and objectification of written language based on specificities of each year of schooling of Elementary School. The research results demonstrated the growth and gradual process of appropriation and objectification of written symbolic language by the subjects as of the primary development of study activity characterized as study tasks. This result allows us conclude and defend the thesis that the newspaper construction as the primary development of the study activity in school context constituted an essential theoretical-methodological strategy for the development of the appropriation and objectification process of written language for children who are in the beginning of Elementary School.
Descrição
Palavras-chave
Educação, Atividade de estudo, Alfabetização de crianças, Construção de jornal, Níveis de escrita, Education, Study activity, Children’s literacy, Newspaper construction, Writing levels