Ler e escrever: mediação entre crianças pequenas
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Data
2008-04-25
Autores
Toledo, Daniela Maria de [UNESP]
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ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nesta pesquisa tomamos o conceito de mediação simbólica, tal como considerado na teoria de Vigotsky, central nessa teoria, para explicar os comportamentos e o interesse de crianças de uma classe de alfabetização ao escreverem e lerem ou interpretarem as suas produções iniciais sobre gravuras, assim como as produções de seus coetâneos. A pesquisa foi realizada com 25 crianças de uma escola pública paulista e sua professora. Os dados foram coletados através de gravações, em fita, das falas das crianças durante suas leituras e das suas respostas às perguntas de entendimento do texto feitas pela pesquisadora; além de observações não-estruturadas, feitas durante as aulas de português em que a pesquisadora participava ativamente colaborando com a professora e com as crianças; um exame do currículo e das experiências da professora também foi feito, com base em uma entrevista semi-estruturada. Esta entrevista deveria subsidiar a nossa compreensão do papel da professora no estabelecimento de clima social na sala de aula favorável à mediação. Com o tratamento inicial dos dados pretendemos saber se ou até que ponto a criança compreendia o que escrevia e o que o colega escrevia; esse ou até que ponto a criança já havia aprendido estruturar o texto. Esse tratamento inicial envolveu a leitura das produções das crianças e das transcrições dos registros gravados e, com base em Emilia Ferreiro e Teberosky, a classificação das participantes de acordo com os níveis de compreensão da escrita. Três grupos de categorias foram formados: I- As que envolviam produção da escrita; II- as que envolviam a compreensão da leitura; e III- as que envolviam a reescrita sobre uma mesma produção. O trabalho segue fazendo-se uma análise interpretativa dos dados considerando algumas crianças como “mediadores avançados” numa ambiência propícia, favorecida...
In this research the concept of symbolic mediation, as considered in Vigotsky´s theory, central to this study, is used to explain the behaviors and the interest of children of a classroom of alphabet learning when writing and reading or to interpret their initial productions on pictures, as well as the productions of their contemporaries. The research was carried out with 25 children of a public school in São Paulo State and their teacher. The data was collected by means of tape recording the children´s speech during their readings and their answers to text comprehension questions made by the researcher, besides non-structuralized comments, made during the Portuguese lessons in which the researcher actively participated collaborating with the teacher and the children; the teacher´s resumé and experiences were also examined on the basis of a half-structuralized interview. This interview should enhance our understanding of the teacher´s role in the establishment of a favorable-to-mediation social climate in the classroom. With the initial treatment of the data we intended to learn how much the children understood what they wrote and what their colleagues wrote and if the children had already learned to structuralize the text. This initial treatment comprised the reading of the children´s productions and the transcriptions of recorded material and, based on Emilia Ferreiro and Teberosky, the classification of the participants in accordance with the levels of writing understanding. Three groups of categories were formed: I - The ones that involved writing production; II- the ones that involved the reading understanding; and III- the ones that involved the rewriting of one same production. Next, the research presents an interpretative analysis of the data considering some children as “advanced mediators” in a propitious ambience, favored by the type of the teacher’s performance... (Complete abstract click electronic access below)
In this research the concept of symbolic mediation, as considered in Vigotsky´s theory, central to this study, is used to explain the behaviors and the interest of children of a classroom of alphabet learning when writing and reading or to interpret their initial productions on pictures, as well as the productions of their contemporaries. The research was carried out with 25 children of a public school in São Paulo State and their teacher. The data was collected by means of tape recording the children´s speech during their readings and their answers to text comprehension questions made by the researcher, besides non-structuralized comments, made during the Portuguese lessons in which the researcher actively participated collaborating with the teacher and the children; the teacher´s resumé and experiences were also examined on the basis of a half-structuralized interview. This interview should enhance our understanding of the teacher´s role in the establishment of a favorable-to-mediation social climate in the classroom. With the initial treatment of the data we intended to learn how much the children understood what they wrote and what their colleagues wrote and if the children had already learned to structuralize the text. This initial treatment comprised the reading of the children´s productions and the transcriptions of recorded material and, based on Emilia Ferreiro and Teberosky, the classification of the participants in accordance with the levels of writing understanding. Three groups of categories were formed: I - The ones that involved writing production; II- the ones that involved the reading understanding; and III- the ones that involved the rewriting of one same production. Next, the research presents an interpretative analysis of the data considering some children as “advanced mediators” in a propitious ambience, favored by the type of the teacher’s performance... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação, Crianças - Alfabetização, Crianças - Aprendizagem
Como citar
TOLEDO, Daniela Maria de. Ler e escrever: mediação entre crianças pequenas. 2008. 94 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2008.