Atividade e sentido: análise de propostas de trabalho em língua portuguesa para as 5ªs e 6ªs séries do ensino fundamental
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Arquivos
Data
2009-11-16
Autores
Moreira, Vanessa Salum [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O presente trabalho é o resultado de uma pesquisa que teve como objetivo geral verificar como tem sido encaminhado em sala de aula o processo de ensino e de aprendizagem de escrita e leitura da língua portuguesa através das práticas de professores. Especificamente, objetivou analisar as práticas pedagógicas de professores de língua portuguesa em salas de aula de quinta e sexta séries de ensino fundamental, no processo de ensino e aprendizagem de escrita e leitura, à luz da Teoria Histórico- Cultural; identificar os possíveis sentidos que os alunos constroem acerca da atividade de estudo realizada em sala de aula; verificar até que ponto o trabalho pedagógico proposto pelo professor ajuda os alunos a superar ou então enfatiza as suas dificuldades no processo de aprendizagem de escrita e leitura; contribuir com o estudo das práticas pedagógicas do ensino e aprendizagem de leitura e escrita da língua portuguesa no ensino fundamental e para a continuidade das discussões sobre o tema. A proposta surgiu da observação dos resultados obtidos por alunos das escolas públicas brasileiras nas avaliações externas realizadas por diferentes programas, os quais revelam que o processo de ensino não tem dado conta de promover a aprendizagem dos alunos. Por meio de observações, realizamos a coleta de dados sobre as práticas pedagógicas de professores de língua portuguesa em salas de aula de quinta e sexta séries do ensino fundamental. A análise e interpretação dos dados coletados nas salas escolhidas observaram os referenciais da Teoria Histórico-Cultural, especificamente em Leontiev, Vygotsky e Bakhtin, no que se refere ao desenvolvimento dos processos intelectuais, da atividade, da linguagem e da aprendizagem. Três categorias foram utilizadas para a análise dos dados: Organização da atividade de ensino; Orientação aos alunos para a atividade de estudo e; Relação entre...
This work is the result of a research that aimed to verify how the teaching and learning processes of reading and writing the Portuguese language have been conducted in the classroom by means of the teachers’ practices. Specifically, it aimed to analyze the teaching practices of Portuguese teachers in the classrooms of fifth and sixth grades of the elementary school, in the teaching and learning processes of reading and writing, from the perspective of the Historical-Cultural Theory; to identify the possible senses that the students construct about the activity of the study conducted in classroom; to verify how far the pedagogical work proposed by the teachers helps students to overcome their difficulties or emphasizes them in the teaching and learning processes of reading and writing; to contribute to the study of teaching practices related to the processes of teaching/learning of how to read and write Portuguese language in the elementary level; and, finally, to bring out further discussion on the subject. The proposal came from observing the results obtained by students in Brazilian public schools in external evaluations conducted by different programs, which show that, due to different factors, the process of education has not been able to promote student learning. By means of observations, the data related to the pedagogical practices of Portuguese teachers in the classrooms of fifth and sixth grades of elementary school were collected. The analysis and interpretation of data collected in those classrooms were based on the Historical-Cultural Theory, specifically in Leontiev, Vygotsky and Bakhtin’s works, related to the development of activity, language, learning and of the intellectual process. Three categories were used for data analysis: Organization of teaching activity; Guidance for students to study activity and; Relationship between meaning and individual sense ...(Complete abstract click electronic address below)
This work is the result of a research that aimed to verify how the teaching and learning processes of reading and writing the Portuguese language have been conducted in the classroom by means of the teachers’ practices. Specifically, it aimed to analyze the teaching practices of Portuguese teachers in the classrooms of fifth and sixth grades of the elementary school, in the teaching and learning processes of reading and writing, from the perspective of the Historical-Cultural Theory; to identify the possible senses that the students construct about the activity of the study conducted in classroom; to verify how far the pedagogical work proposed by the teachers helps students to overcome their difficulties or emphasizes them in the teaching and learning processes of reading and writing; to contribute to the study of teaching practices related to the processes of teaching/learning of how to read and write Portuguese language in the elementary level; and, finally, to bring out further discussion on the subject. The proposal came from observing the results obtained by students in Brazilian public schools in external evaluations conducted by different programs, which show that, due to different factors, the process of education has not been able to promote student learning. By means of observations, the data related to the pedagogical practices of Portuguese teachers in the classrooms of fifth and sixth grades of elementary school were collected. The analysis and interpretation of data collected in those classrooms were based on the Historical-Cultural Theory, specifically in Leontiev, Vygotsky and Bakhtin’s works, related to the development of activity, language, learning and of the intellectual process. Three categories were used for data analysis: Organization of teaching activity; Guidance for students to study activity and; Relationship between meaning and individual sense ...(Complete abstract click electronic address below)
Descrição
Palavras-chave
Ensino fundamental, Lingua portuguesa - Estudo e ensino, Aprendizagem, Professores de ensino fundamental - Práticas pedagógicas, Teoria histórico-cultural, Produção de textos - Função social, Cultural-Historical Theory, Teaching and Learning of Portuguese Language, Teaching Practices
Como citar
MOREIRA, Vanessa Salum. Atividade e sentido: análise de propostas de trabalho em língua portuguesa para as 5ªs e 6ªs séries do ensino fundamental. 2009. 256 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2009.