Navegando por Autor "Silva, Leila Nascimento da"

Agora exibindo 1 - 9 de 9

Avaliação da alfabetização de uma escola ciclada: concepções, práticas e instrumentos
(2018-08-30) Gomes, Andréia Severo de Souza; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415
Consciência fonológica no processo de alfabetização: práticas de uma docente do 1º ano do ensino fundamental
(2019-02-07) Silva, Micheline Cordeiro Sobral da; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/5746063462314740
This research is a case study, whose main objective was to identify in the teaching practices of a teacher in the 1st year of Elementary School, the phonological awareness skills mobilized in the process of Literacy, identifying the moments and the frequency in which the exploitation of such skills. We used as theoretical contribution the studies of Morais e Silva (2010); Morais (2012 and 2013); Aquino (2007) and Bezerra (2008) that deal with the relationship between phonological awareness and the appropriation of the alphabetic writing system. We also start from the contributions of the authors Emília Ferreiro and Ana Teberosky (1979) and Soares (2004), who discuss aspects about literacy and literacy. Eight observations of the classes and interview with the teacher were made, seeking to identify, in teaching practice, activities related to metaphonological abilities. Thus, in the didactic situations carried out by the teacher, the exploration of phonological awareness and its sub-abilities in literacy, involving oral and written parts, was perceptible. The research reinforces the importance of phonological awareness in literacy, as well as the importance of a systematic teaching proposal around the principles of the writing system and the phonological issues of language.
Ensino da compreensão leitora no livro didático do 3° ano do ensino fundamental
(2019-02-07) Lucena, Jéssica da Silva Gonçalves; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/7362093701973595
O ensino da leitura em livro didático de português adotado pela rede municipal de ensino de Garanhuns
(2018-08-30) Santos, Julia da Silva; Pereira, Sônia Virginia Martins; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/1673025156495316; http://lattes.cnpq.br/3208703679827152
This article discusses the teaching of reading through didatic books in portuguese, in the first year of middle school, adopted by the Garanhuns municipal network of schooling. To do so, it has as the general objective: analyse how the axis of reading is explored on the didatic book chosen by some public schools in the municipality of Garanhuns. And, as specific objectives: identify which activities from the reading axis are part of the didatic book and the reading strategies explored through these activities; characterize which conception of reading underlie the activities proposed by the book. This is a documental research with a qualitative approach, having as theoretical-methodological support the analysis of content, in dialogue as the theoretical perspectives and the studies of Solé (1998), Koch and Elias (2006), Barbosa and Souza (2006), Brandão (2006), Kleiman (1992), among others who work with the conception of reading and its teaching through a social-interactionist perspective. Analysis of the data revealed that the Didatic Book in Portuguese (DBP) has a variety of genres at its disposal, contains a significant number of texts and the reading activities develop five of the six strategies we use as reference. Faced with these results, the study reveals that the DBP, although it contains some characteristics of the traditional teaching perspective, tries to work on reading based on the social-interactionist conception of language and speech, on the development of reading skills in students from the first year of alphabetization cycle, contributing, thus, to their critical formation.
O ensino da oralidade no livro didático do 3º ano do ensino fundamental
(2018-08-23) Araújo, Maria Aline Teixeira de; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/8160106003052712
The present work investigates what space is given to orality in the didactic textbook of the 3rd year of elementary school initial years, aiming to analyze the teaching of orality in a textbook. The specific objectives are: to identify the activities on the teaching of orality proposed in the textbook and to recognize which dimensions of oral teaching the book contemplates, seeking to verify the frequency with which they appear and what the work developed. The book analyzed is PNLD 2014, Project Buriti de Português. To analyze the object under study, we used documentary research, Lüdke and André (2012) and Severino (2007) with the content analysis approach, Bardin (1977). We used Dolz and Schneuwly (2004), Dolz, Schneuwly and Pietro (2004), Leal, Brandão and Lima (2012), Leal and Seal (2012) and Dolz, Schneuwly and Haller (2004). We also used the research done with textbooks of the authors, Fernandes (2015), Brandão, Leal and Nascimento (2011), Costa (2006) and Leal, Brandão and Lima (2012). From the analysis carried out, we could observe that the book analyzed brings several activities that address orality, as well as some textual genres. What was left to be desired was the absence of one of the dimensions of oral teaching, the valorization of oral tradition texts . We conclude that it is a good collection, because it brings a good amount of activities, however, still needs some changes, in what deals with much more elaborate activities, giving space for a better development of orality.
Um estudo sobre a BNCC, no que tange ao processo de apropriação do sistema de escrita: concepção, objetivos de ensino e objetos de aprendizagem
(2019) Galvão, Érica Raiane de Santana; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/9209581505212782
This work has a general objective to analyse which conception of literacy present in the National Common Curriculum Base (BNCC), trying to identify the teaching objectives and learning objects related to the appropiation of the writing system. To this end, the specific objetives are: a) to identify and categorize the diferent learnings related to the apropiation of the writings system; b) verify which teaching objectives are advocated by BNCC in relation to the appropriation of the writing system; c) analyze which conception of literacy teaching underlies these objects and objectives; d) consider whether this conception is in line with the most current studies in the area of literacy. The National Common Curriculum Base was approved by the National Education Council and ratified on December 20, 2017. It is a normative document that indicates learning and development objectives for all brazilian students and should guide the construction of school curricula -public and private- for early childhood education, elementary school and high school as well as teaching. Although already approved, the final text of BNCC raises several disputes among experts from the most varied areas of knowledge. Regarding the concentration of this study, literacy, could not be different. Our research intent is precisely to understand this document regarding the literacy process. For this, we carry out a documentary research and, as a methodological analysis, we use content analysis (BARDIN, 2011). Our theoretical framework is based on authors such as Apple (1999), Silva (2010), Morais (2012), Soares (2018), Galvão e Leal (2005). After analyzing the document, the results indicate that the conception of literacy approaches the conception of language as a code, specially when describing the objects of knowledge and skills indicates in the proposal that prioritize a more technical study of language. Although we have found excerpts from the document dealing with literacy, it seems to us to be the concept that one must first literate and only then literate. Studies referring to the current conception of literacy have been emerging since the 1980s. We are concened, therefore, to realize that such studies were scarcely considered by the aforementioned document. The analyses also allowed us to find several gaps and difficulties in understanding the texto f the BNCC. These refer basically to contente viewing; use of expressions/concepts used without clarification or even mistakenly; problems in the relationship objects of knowledge and skills. In this sense, the school as a whole needs to be aware for these gaps and develops joint strategies to define aspects left blank or contradictory in the document. We believe that the literacy teachers should extrapolate what is proposed in the BNCC. It is essential that they seek other sources of consultation and guidance so that they can do pedagogical work aimed at effectively literacy and literacy. We must resist the setbacks represented by the BNCC. This resistance will be possible through the curricular practices experienced in schools throughout Brazil.
O trabalho com leitura numa turma multisseriada do município de Palmeirina - PE
(2019) Andrade, Maria Jucielly Gomes de; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415; http://lattes.cnpq.br/7026197093629236
This research was developed in a multigrade class of a rural school located in Palmeirina-PE. We aimed to analyze how the work with the reading axis occurs in a multiseriate class and for this we chose the qualitative research of ethnographic nature, because we directly observed the methods in the research field. We rely on research, studies and thinkers such as: Solé (1998); Martins (1994); Antunes (2006); Field Education Dictionary (2012); National Association of Graduate Studies and Research in Education (2015), among other studies related to the theme. The data helped us broaden the idea of how reading work happens in a classroom and what strategies are mobilized by the teacher for this process. The research collaborating teacher has as a teaching strategy the diversification of the texts to certain levels of teaching in her class, but we identified the absence, in some of the proposals developed by her, of the mobilization of reading strategies that better stimulate the comprehension of the texts, as those systematized by Solé (1998).
O trabalho de apropriação do sistema de escrita alfabética no livro didático do 1º ano adotado no município de São João
(2018-08-22) Souza, Ivaní dos Santos; Silva, Leila Nascimento da
This work was based on the theory of psychogenesis by Ferreiro and Teberosky (1979), and is composed of a documental analysis on the work of appropriation of the writing system in first-year elementary schoolbooks adopted in the municipality of São João-Pernambuco. We aim to analyze whether the schoolbook used in the literacy cycle in the municipality of São João carries out the appropriation of the alphabetical writing system, by conducting a qualita-tive and quantitative approach, as we were concerned with carefully analyzing each activity of such schoolbook, categorizing them in the most adequate manner, through charts with the types of activities found, in order to be able to identify what the literacy proposal of the book is. Thus we came to the conclusion that the book is comprised of diversified activities, while not contemplating, in a balanced manner, activities which foster students’ reflection so that he or she may be able to advance his or her literacy level to a more significant extent.
O trabalho do professor alfabetizador diante da heterogeneidade de aprendizagem em sala de aula
(2018-08-15) Ciríaco, Ana Paula Santos; Silva, Leila Nascimento da; http://lattes.cnpq.br/5525936095476415
This present research presents a discussion about the practice of a literacy teacher in view of the heterogeneity of students' learning in the literacy process. We sought to understand the practices and didactic strategies used in the classroom to try to guarantee the progression of learning for all the students. Therefore, we had as objectives with this work: To characterize the didactic situations adopted by a teacher in the task of literacy; Check whether or not there is a work with learning heterogeneity. This work was carried out in ten consecutive full-time classes in November 2017. Our research focus was a class of the 2nd year of the Initial Years of Elementary School (literacy cycle), in a Public School of the Municipality of Garanhuns. In the data collection, we used as instrument, the observations of ten classes and semi-structured interview. The results showed that the work of the teacher, circulated in most of the classes, in the teaching of the Portuguese Language and with the predominance of activities on the Alphabetic notation system. During the classes were worked out didactic strategies like, work in groups, individual works and works in doubles among the students. We conclude that the attendance to the diversity of learning in the classroom is extremely necessary for the progression of students' learning in the period of literacy. Likewise, continuing education is essential for teachers to increase new classroom methodologies for student literacy progression.