Teaching of mother tongue: difficulties and formative needs as stated by Elementary School teachers

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dc.contributor.authorVideira Parisotto, Ana Luzia [UNESP]
dc.contributor.authorRinaldi, Renata Portela [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2018-11-27T19:49:06Z
dc.date.available2018-11-27T19:49:06Z
dc.date.issued2016-04-01
dc.description.abstractSchoolteachers face many challenges in the teaching of mother tongue from the viewpoint of the ability to read and write and literacy as social practices. With regard to the city of Presidente Prudente, Brazil, it is vital to understand how the continued education process occurs in the practice of Elementary School teachers in order to be able to devise new formative strategies - at both the municipal and school levels - aimed at improving the teaching of mother tongue. To that end, this study aims to reflect on the education of teachers of the first years of Elementary School based on their difficulties and formative needs vis-a-vis the teaching of mother tongue. This qualitative research - funded by CNPq (National Council for Scientific and Technological Development) - analyzes data collected by means of a questionnaire responded by teachers from 22 schools under the Municipal Department of Education. In order to limit the scope of the investigation, this study focuses on the participating teachers' answers to two of the questions on the questionnaire - one about difficulties they find in the teaching of mother tongue and another on their educational needs. Results indicate that the main difficulties identified by participants regarding the teaching of mother tongue are in line with their stated formative needs.en
dc.description.affiliationUniv Estadual Paulista de Julio Mesquita Filho, Fac Ciencias & Tecnol Presidente Prudente, Rua Roberto Simonsen 305, BR-19060900 Presidente Prudente, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista de Julio Mesquita Filho, Fac Ciencias & Tecnol Presidente Prudente, Rua Roberto Simonsen 305, BR-19060900 Presidente Prudente, SP, Brazil
dc.format.extent261-276
dc.identifierhttp://dx.doi.org/10.1590/0104-4060.45125
dc.identifier.citationEducar Em Revista. Parana: Editora Univ Federal Parana, Centro Politecnico, n. 60, p. 261-276, 2016.
dc.identifier.doi10.1590/0104-4060.45125
dc.identifier.fileS0104-40602016000200261.pdf
dc.identifier.issn0104-4060
dc.identifier.lattes9947031359755735
dc.identifier.orcid0000-0001-7772-6705
dc.identifier.scieloS0104-40602016000200261
dc.identifier.urihttp://hdl.handle.net/11449/165282
dc.identifier.wosWOS:000381709800015
dc.language.isopor
dc.publisherEditora Univ Federal Parana, Centro Politecnico
dc.relation.ispartofEducar Em Revista
dc.rights.accessRightsAcesso aberto
dc.sourceWeb of Science
dc.subjectteaching of mother tongue
dc.subjectteachers' education
dc.subjectformative needs
dc.titleTeaching of mother tongue: difficulties and formative needs as stated by Elementary School teachersen
dc.typeArtigo
dcterms.rightsHolderEditora Univ Federal Parana, Centro Politecnico
unesp.author.lattes7961313550477392[1]
unesp.author.lattes9947031359755735[2]
unesp.author.orcid0000-0001-9786-745X[1]
unesp.author.orcid0000-0001-7772-6705[2]

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