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Master's Dissertation
DOI
https://doi.org/10.11606/D.48.2020.tde-03122020-144629
Document
Author
Full name
Andrea Beatriz Gonzalez Frigo
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2020
Supervisor
Committee
Colello, Silvia de Mattos Gasparian (President)
Almeida, Gisleni Bertoni de
Bittencourt, Zoraia Aguiar
Title in Portuguese
Práticas de escrita em contextos de alfabetização: caminhos e descaminhos
Keywords in Portuguese
Alfabetização
Concepções docentes
Ensino-aprendizagem
Interações em sala de aula
Língua escrita
Prática pedagógica
Abstract in Portuguese
Considerando a contradição entre o avanço das contribuições científicas e o cenário educacional brasileiro de baixo aproveitamento escolar, a presente pesquisa, tomando a língua escrita como objeto de investigação, teve por objetivo conhecer as concepções e as práticas docentes que incidem no processo de alfabetização, isto é, os condicionantes que afetam as propostas de escrita na escola. Para tanto, os referenciais interacionistas de aprendizagem e dialógicas de língua (Piaget, Vigotski, Bakhtin e Ferreiro), ancoraram o estudo de caso realizado em duas classes de Ensino Fundamental 1 (1o e 2o anos) da Escola Municipal de Ensino Fundamental Espiridião Rosas (SP). Visando mapear o trabalho desenvolvido em cada turma e, ainda, a perspectiva de progressão no Ciclo de Alfabetização, o estudo pautou-se em três eixos de investigação, que foram analisados nos âmbitos teórico e prático (mais especificamente, o dizer e o fazer das professoras): a língua, o processo de ensino e aprendizagem, e a interação em sala de aula. As duas entrevistas realizadas com as respectivas professoras de classe, as 54 observações das atividades de ensino da escrita e os dados complementares registrados em um Diário de Campo constituem o corpus de investigação deste estudo. O resultado da pesquisa mostra que concepções, nem sempre conscientes, subsidiam a ação docente, e que, mesmo quando estas são claramente assumidas, não garantem a concretização das diretrizes de ensino assumidas ou a otimização dos processos de aprendizagem Decorre dessa conclusão a necessidade de repensar a formação inicial e em serviço dos professores, investigando como esses processos têm se colocado na constituição dos docentes, bem como na articulação que podem fazer entre teoria e prática.
Title in English
Writing practices in literacy contexts: paths and detours
Keywords in English
Classroom interactions
Literacy
Pedagogical practice
Teaching conceptions
Teaching-learning
Written language
Abstract in English
Considering the contradiction between the advancement of scientific contributions and the Brazilian educational scenario of low school performance, the present research, taking the written language as an object of investigation, aimed to understand the conceptions and teaching practices that affect the literacy process, that is, the conditioning factors that affect writing proposals at school. For that, the interactionist referential of learning and dialogical language (Piaget, Vigotski, Bakhtin and Ferreiro), anchored the case study carried out in two classes of Elementary School 1 (1st and 2nd years) of the Municipal School of Elementary Education Espiridião Rosas (SP). Aiming to map the work developed in each class and, also, the perspective of progression in the Literacy Cycle, the study was guided by three research axes, which were analyzed in the theoretical and practical spheres (more specifically, the saying and doing of the teachers): language, the teaching and learning process, and classroom interaction. The two interviews carried out with the respective class teachers, the 54 observations of the teaching activities of writing and the complementary data recorded in a Field Diary constitute the corpus of investigation of this study. The result of the research shows that conceptions, not always conscious, support the teaching actions, and that, even when these are clearly assumed, they do not guarantee the implementation of the supposed teaching guidelines or the optimization of the learning processes. It follows from this conclusion the need to rethink the initial and in-service training of teachers, investigating how these processes have been placed in the constitution of teachers, as well as in the articulation they can make between theory and practice.
 
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Publishing Date
2020-12-07
 
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