Navegando por Assunto "Letramento"

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A prática pedagógica no processo de alfabetização e letramento em uma turma de 1° ano: uma visão construtivista sobre alfabetizar
(2025-07-14) Lima, Maria Luiza Moura de; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542
Esse trabalho trata-se de uma pesquisa que possui como tema a prática pedagógica no processo de alfabetização e letramento de uma escola que se denomina construtivista localizada na cidade do Recife. Nosso objetivo foi analisar como uma professora organiza a prática pedagógica de alfabetização e letramento a partir de uma perspectiva construtivista de aprendizagem. Utilizou-se como aporte teórico Ferreiro e Teberosky (1986); Soares (1998); Mortatti (2001); entre outros para salientar aspectos da alfabetização e letramento voltados para a perspectiva construtivista. Apresenta metodologia de caráter qualitativa e utilizou-se de observação, entrevista e análise documental para identificar as práticas pedagógicas e a organização da docente. Nesta pesquisa foi possível analisar uma prática pedagógica voltada para a alfabetização e letramento de acordo com a perspectiva construtivista. Os dados apontam no sentido de reafirmar a importância do planejamento e de elementos estruturantes da prática cotidiana, como o olhar atento às necessidades dos alunos para a escolha de recursos e atividades proveitosas e também uma rotina bem estruturada para assim proporcionar uma aprendizagem mais significativa para o aluno.
Alfabetização de discentes fora de faixa etária nos anos iniciais do Ensino Fundamental: um estudo com a poesia visual
(2021-06-29) Araújo, Eliete Vieira Corrêa de; Luna, Ewerton Ávila dos Anjos; http://lattes.cnpq.br/0502123155013190; http://lattes.cnpq.br/3634424243252590
Reading and writing are tools that enable the acquisition of knowledge at school. In Brazil, high rates of out-of-age students instigate studies that aim to understand the literacy process. Starting by that, the main objective of this analysis is to examine the literacy process of students out-of-age group, in the early years of primary schools, in a municipal public school, from the appreciation and production of visual poetry. The relevance lies in the contribution of the studies in pedagogical practices, without these being merely remedial, but formative. This is a qualitative study with exploratory purpose and methodological profile of action-research, was organised with investigation of theoretical knowledge, specificities of out-of-age learners and participant observation, aiming at a pedagogical approach in fifth and third year classes in two schools in Recife city. To this end, we collected data by observing and writing notes in a field diary, open interviews with teachers and managers, besides a questionnaire based on the Chinese portrait model for students and also pedagogical activities. In the theoretical studies, we reflected on literacy, the history of visual poetry and his perspective as a textual genre. The analysis showed that the proposed activity with textual genre is significant to learning in writing and reading, because it is part of the learner's social uses. The visual poetry, as regards the question of research, provides as well as a visual experimentation, with an appreciation of image and writing, understanding and inference, indifferent of the reader’s level of mastery of the system of writing. Among the students, we identified pre-syllabic, syllabic with and without sound value, alphabetic and orthographic writing levels (with corrections to be made), it became evident in individual cases, the need for a systematized assistance due to the recurring difficulty in the autonomy of spontaneous writing. In conclusion, it is the relationships between teachers and students, and among students that determine practices, learning and school performance. Thus, by observing the student, the teacher understands his/her needs and wishes, contributing to the development of systematised pedagogical practices.
Alfabetização de jovens, adultos e idosos: um estudo em escola municipal do Recife
(2018) Sousa, Eveline Agostinho de Lira; Vasconcelos, Gilvânia de Oliveira Silva de; http://lattes.cnpq.br/3816764037807462
Youth, Adult and Elderly Education (EJAI) is a teaching modality that, due to its reparative and qualifying functions, is still far from reaching the objective of eradicating illiteracy that affects part of the adult population in Brazil. This research was carried out at the Municipal School Jordão Baixo in the class of the EJAI modality and has as general objective presents reflections of the literacy and literacy processes in a class of the EJAI. Its general objective is to understand if the reading and writing practices are carried out in the classroom and as the educators of this class conceive literacy related to literacy practices. Its methodology is based on the qualitative approach, participated as subjects10 students and 2 teachers, the instruments were: interviews with the 2 teachers, the field diary for notes needed. This research took as theoretical basis the studies of), Soares (1998), Freire (1999), Haddad e Di Pierro (2000), Galvão (2004), Brandão (2006). We concluded by reflecting on the importance of valuing the student of the EJAI and the improvement of the education of the educators of this modality of education.
Alfabetização e letramento: um relato de experiências sobre estratégias de enfrentamento de dificuldades de leitura e escrita no ensino fundamental
(2019) Silva, Ana Paula Rocha da; Silva, Ivanda Maria Martins; http://lattes.cnpq.br/8436216704557833
Alfabetizar letrando: um desafio para o ensino de língua materna
(2019) Barbosa, Maria Aparecida; Santos, Sulanita Bandeira da Cruz; http://lattes.cnpq.br/9012661375569097
Análise sobre as concepções de letramento literário na Base Nacional Comum Curricular
(2019) Gondim, Thaís Tomé; Silva, Noadia Iris da; http://lattes.cnpq.br/3145353361385921; http://lattes.cnpq.br/6632560254241093
This work deals with the conceptions of literature and literary literacy officials curricula proposals for the final years of elementary school. Researchers argue that the teaching of literature has been characterized by little attention to the literary text itself and attachment to historical issues. The literary object does not seem to occupy the same place it already was. According to Cosson (2016), literature suffered a kind of erasure at school. In this context, this research aimed to investigate the conceptions of literature and literary literacy contained in the following official documents addressed to the final years of elementary school: National Curriculum Parameters (BRASIL, 1997) and the Common National Curricular Base (BRASIL,2018). The objective was also to know the perceptions of 10 teachers of Portuguese Language, from the final years of elementary school, in the city of São José do Belmonte / PE, about the contents indicated in the Base. The methodology used addresses both qualitative and quantitative criteria. Our data were collected through questionnaires and interviews. The results suggest that the participants have a good knowledge of the BNCC, which makes us assume that such curriculum proposal will have good acceptance among the teachers upon its implementation in the mentioned municipal network from 2020.
Base Nacional Comum Curricular: indicativos para o letramento matemático no eixo temático números no 1º ciclo do Ensino Fundamental
(2019-02-08) Rocha, Iago Felipe Ferreira; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/7083518666672087
The teaching of mathematics at many moments can be seen as a complex and difficult process, however some teaching perspectives can corroborate to the rupture of these paradigms. In this work we defend the perspective of Mathematical Literacy as a triggering means to facilitate the process of schooling and formation for citizenship. We had as theoretical contribution: Fonseca (2004); Soares (2003); D'Ambrósio (1993); Silva et al (2016); Freire (1999); Danyluk (1994); Galvão & Nacarato (2013) and among others. In this study we analyzed the indicatives that the National Curricular Common Base (BNCC), a document that seeks to standardize Brazilian education, guaranteeing learning rights at the national level, points to Mathematical Letting in the thematic axis numbers for the 1st cycle of Elementary Education, specifically knowledge objects and skills for the first three years of elementary school. Categories of expressions were constructed to analyze these indicatives: Daily life; Significant Problems and Interest; Strategy and Personal Registry; Resolve and Elaborate Problems and No expression was used. In the 21 objects of knowledge proposed for the 1st cycle, no explicit mention is made of mathematical literacy; sixteen of the 21 skills are indicative for the same. In all the skills of the first year an expression that refers to Mathematical Literacy was identified. In the second year, four expressions were counted and in two skills no expression was found and in the third year only four of the seven skills addressed one of the pre-defined expressions, and three did not make references. The expression that appeared the most is "strategy and personal registration" and the one that appears least is "everyday". From this we propose sequences of activities, based on the perspective of Mathematical Letting, starting from three perspectives of Mathematics teaching: game use, ethnomathematics and children's literature, which in our view could contribute to the teaching and learning process in this axis thematic We used as a type of research, the documentary, to guide us while data collection and data analysis was used the content analysis perspective.
Os caminhos do professor encenador: teatro, letramento e ensino de História
(2019-12-16) Lima, Felipe Cruz de; Bezerra, Rozélia; http://lattes.cnpq.br/0968758655400113; http://lattes.cnpq.br/1320765509364548
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.
Entre o texto e o corpo: a linguagem teatral como agência de letramentos
(2020) Santos, Maria Luiza Florentino dos; Fraga, Rose Mary do Nascimento; http://lattes.cnpq.br/0627548871321844; http://lattes.cnpq.br/0545200242447108
Entre palavras e sinais: alfabetização e letramento de alunos surdos em duas escolas municipais de Pernambuco
(2025-02-26) Silva, Inara Dantas de Melo; Cordeiro, Leane Pereira; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/8538638475316742; http://lattes.cnpq.br/5437727266648733
A educação de surdos possui diversos desafios, um dos maiores deles é a alfabetização e letramento e a forma a qual esses sujeitos são ensinados. Visto muitas vezes como incapazes ou impostos em uma prática oralista, esses alunos enfrentam acentuadas dificuldades linguísticas, muitas vezes por estarem inseridos em turmas com professoras que não compreendem as suas especificidades. Alguns surdos estão inseridos em turmas bilíngues com professoras surdas e fluentes em Libras, outros estão em contextos regulares com uma professora que não necessariamente tem domínio da língua de sinais, às vezes com a presença de instrutor e/ou intérprete. Nesta pesquisa, buscamos com o objetivo geral analisar as singularidades do processo de alfaletramento de alunos surdos em uma turma bilíngue para surdos, e em uma turma regular, ambas do ensino fundamental nos anos iniciais e com os objetivos específicos almejamos identificar o papel da Libras (L1) no processo de aquisição do sistema de escrita alfabética, bem como no desenvolvimento da leitura em contextos de regular e bilinguismo; verificar como se dá a relação aluno-professor-turma em contexto regular e de bilinguismo; compreender os principais desafios enfrentados pelas professoras, tanto em contexto inclusivo quanto bilíngue para surdos; entender o papel do instrutor e/ou intérprete no processo de alfaletramento desses alunos surdos. Um trabalho de caráter qualitativo do tipo pesquisa de campo utilizamos como instrumentos entrevistas estruturadas e a observação participante. O campo de pesquisa foi dividido entre duas escolas municipais da região metropolitana de Recife e os sujeitos foram duas pedagogas, um instrutor de Libras e uma intérprete. À luz de autores como Soares (2020), Morais (2005), Quadros (1997) entre outros, podemos compreender conceitualmente a alfabetização e letramento e os aspectos particulares da educação de surdos. Os resultados desta pesquisa destacam a fragilidade das formações continuadas oferecidas pelas redes municipais, a potencialidade de surdos em espaços bilíngues, tomando como ponto de referência o bilinguismo e o acesso à cultura surda, o contexto bilíngue, detém mais recursos (apesar das dificuldades) e está mais próximo do ideal para a educação de surdos, também revelam as dificuldades e barreiras encontradas em turmas regulares com alunos surdos, sendo a principal barreira à comunicação, ou a falta dela, e a importância de profissionais especializados presentes diariamente para oportunizar um alfaletramento de uma forma que de fato os alunos surdos possam desenvolver a língua escrita.
Um estudo sobre o gênero textual notícia sob a perspectiva do letramento social, do letramento escolar e da retextualização no ensino fundamental
(2019-04-26) Souza, Cristiane Galindo Gonzaga de; Ogliari, Marlene Maria; http://lattes.cnpq.br/2205083696463820
The current discussions about the teaching of languages, particularly about the teaching of the Portuguese language, have led us to emphasize two present theoretical-methodological trends: the conceptions on literacy and the theory of text genres. Thus, based on both these conceptions, our purpose in this paper is to implement a study concerning literacy and retextualization in Basic Education, making use of “news” as our focal text genre. We aimed at developing the skills of writing production and writing comprehension, through pedagogical activities of retextualization, carried out in classroom context, with students of the 6th grade from an elementary school. These students were regularly registered in a municipal school in the outskirts of the city of Garanhuns - PE. Our theoretical basis included the works of Soares (2004; 2008), Marcuschi (2007; 2008; 2010), Kleiman (1985; 1995; 2007; 2008; 2010), Tfouni (1995; 2010), Carvalho (2014), Rojo (1998; 2009), Terra (2013), PCN (1997), Silva (2007), Santos e Carvalho (2012) e Dickson (2018). In order to achieve our general purpose, we developed a field research (MARCONI and LAKATO, 2011), with a qualitative approach (NEVES, 1996), from a daily social practice, involving the subjects of this study. These subjects actually share the everyday experiences of all social groups who belong to a graphophonic society, where members usually hear or read the pieces of news and, afterwards, retell them during their social interactions. By means of an assessment, realized to find out how much the subjects already mastered, out of our proposed text genre, we complemented the characteristics of the selected genre, so as to propose a few pedagogical activities of retextualization. With exception of the writing production, related to the first and to the last activities, for the other tasks, we proceeded with the following sequence: reading; comprehension of local or regional news, which had been experienced by the students at that moment, and then these students, acting as reporters, were asked to convey to us the same piece of news, in written form. We were able to observe, out of the analyses and discussions we had previously conducted, that deriving from a social literacy, that is, from the amount of knowledge which the student already has, uses and masters of a particular text genre, as well as the contents, experienced by the students, and based on the extra linguistic-text-discursive knowledge that we have managed to offer them, a clear improvement in the learning process of the Portuguese language in fact took place. Such improvement has become evident through a gradual higher similarity with the actual studied genre, not only in the written mode of the language, but also in relation to its linguistic-text-discursive use, also necessary and expected for a successful accomplishment of students‟ formal school literacy.
Eventos de letramento: um estudo no Centro Cultural Grupo Bongar- Nação Xambá em Olinda/PE.
(2018) Santos, Ana Karolina Neri Reis dos; Miranda, Cássia Priscila Oliveira de; Silva, Fabiana Cristina da; http://lattes.cnpq.br/6908776370908653; http://lattes.cnpq.br/9202305020496260; http://lattes.cnpq.br/7889505484339977
A research a imstoanalyze the lubrication events present in the activities carried out at the Centro Cultural Grupo Bongar - Nação Xambá, located in the community of São Benedito in the city of Olinda / PE. This popular education is developed in Quilombo Urbano Xambá, providing opportunities for interaction through literacy events presented in this research. This acquired know ledge does not remain isolated, but transcends spaces of information and training, with a dialogue between individual and collective. A research is the oretically based on authors such as Brandão (2015); Gonh (2006); Soares (2010) among others. This is a qualitative case study in which we conducted interviews and presentations in the field. The Cultural Center presents a vision of solidarity in order to transform a community reality through popular education, supporting and developing literacy practices and valuing Afro-Brazilianculture, this struggle favors the valorization of the urban quilombo within the current social context, contributing for the formation of citizens secure in their social role within contemporary society.
´A fuga´, de Clarice Lispector: o letramento literário em turmas do nono ano do Ensino Fundamental
(2022-10-11) Costa, Maria Cynara Leleu da; Pereira, João Batista; http://lattes.cnpq.br/5017161166804446; http://lattes.cnpq.br/5940719897555244
Este trabajo tiene como objetivo presentar una propuesta de alfabetización literaria a partir del cuento 'A fuga', de Clarice Lispector. Los marcos teóricos de Massaud Moisés, Julio Cortázar, Ricardo Piglia, Isabel Solé, Magda Soares, Bernard Schneuwly y Joaquim Dolz fundamentaron las condiciones didácticas adoptadas para la lectura literaria dirigida a las clases de noveno grado de la Enseñanza Fundamental. A partir de estrategias como Círculo de Conversación, Lectura Compartida, Tormenta de Ideas y Taller Pedagógico, se espera despertar en los estudiantes conocimientos sobre el género del cuento, incrementar su capacidad crítica, además de las habilidades sociocognitivas y los vínculos que mantienen entre texto y contexto. En este sentido, la propuesta de la secuencia didáctica ahora sugerida pretende incentivar una mayor participación de los estudiantes en las clases de literatura, en que la reflexión sobre la realidad, la discusión sobre la función del arte y el aprendizaje sobre el cuento contribuyen a resaltar cómo la ficción traza caminos que conducen a una mejor percepción del Otro y de la propia vida.
O gênero “projeto de pesquisa” em feiras de Ciências: uma perspectiva construtivista
(2020) Conceição, Genilda Rosa da; Gomes, Valéria Severina; http://lattes.cnpq.br/8893406062883304
Faced with the deep crisis experienced by Brazilian science, fostering interest in the scientific universe in educational contexts seems increasingly urgent. In this article we will present a reflection on the gender research project and significant learning, from the proposal of science fairs in school contexts and the perception of scientific literacy as a way for the emancipation of the subjects, a possibility to make individuals independent in the search for solutions to problematizations of individual and social interest. We answered the following question "how to promote meaningful learning through the gender research project in basic education taking into account the students' previous knowledge and their citizen formation", through the methodological analysis of questionnaires applied with 10 teachers and 10 students who participated in scientific events in their school environments, based on the bibliographic review of authors such as BEHRENS (2000), MORAES (2002 and 2004), TFOUNI (2002). As a result, we realized that the practice of research in everyday school and participation in science fairs encourage students to be a producer of knowledge, making the environment more dynamic and attractive. Likewise, students, when starting a project construction process, use scientific research, establish dynamic relationships between areas of knowledge, ask questions and seek solutions to social, cultural, economic and environmental problems of a local, national and / or global and produce genres of the most diverse.
Os gêneros textuais e o ensino da leitura e da escrita na EJA
(2018-12-20) Silva, Érica Cristina Pereira da; Santos, Carmi Ferraz; http://lattes.cnpq.br/2322696001671542; http://lattes.cnpq.br/9275904435223285
This paper deals with the theme of literacy in the context of Youth and Adult Education - EJA. It sought to analyze how textual genres are included in the process of teaching reading and writing in an EJA class. This research has the characteristics of a case study, in which the work of literacy developed by a teacher, from a private institution, was the core of the observations of classes and from which the reflections about the use of the textual genres in the teaching of language . Soares (1998), Marcuschi (2002) and Santos (2006) are some of the fundamental theorists that were used to discuss and conceptualize the investigated phenomenon. The results point out some theoretical and methodological conflicts that arise in the teacher 's attempt to approach her practice of literacy theories, which, although very subtly, proposes a dialogue on social and functional aspects of texts.
A importância da alfabetização e letramento
(2019) Souza, Helena Carolynne Minervino de; Pergentino, Manoel; Nanes, Giselle; http://lattes.cnpq.br/0295353071625877; http://lattes.cnpq.br/1010542665334174
A importância da formação literária para os processos educativos e a construção social dos estudantes
(2023-03-15) Neves, Vitória Bárbara Silva das; Teixeira, Renata Pimentel; http://lattes.cnpq.br/1789141041884024; http://lattes.cnpq.br/5947783105016226
Este artículo pretende discutir, a partir del análisis bibliográfico, la importancia de la alfabetización literaria para la construcción educativa y social de los estudiantes de secundaria brasileños. Esta investigación buscó relacionar, desde una perspectiva socio-interaccionista, la importancia de los incentivos literarios, las competencias de la BNCC y las directrices de la ENEM (en términos de expectativas de educación em lectura), las dificultades encontradas por los profesores de lengua portuguesa para satisfacer las demandas requeridas en relación con al tiempo y a los libros de texto, y al uso del cuento como posible perspectiva de la alfabetización literaria. La construcción teórica se basa en Vygotsky(2009), Cândido(1999), Cosson(2006), Manguel(2009), Perrone-Moisés(2016) y Freire(2020). Para resaltar las estratégias de uso del cuento en el aula se utilizó el cuento: Una Fuga, de Clarice Lispector, por las posibilidades de lecturas que contribuyen a las competencias educativas y ayudan en la construcción de un lector autónomo, reflexivo e indagador de su realidad.
A importância da literatura infantojuvenil na formação leitora : um mapeamento sistemático de literatura
(2023-10-27) Leite, Mariana Beatriz Batista; Larré, Julia Maria Raposo Gonçalves de Melo; http://lattes.cnpq.br/5560834728346049; http://lattes.cnpq.br/7500551533132316
A importância do letramento literário para a formação juvenil a partir da experiência do grupo jovens em cena do SESC Santo Amaro no Recife
(2019) Melo, Osmar Morais Santos de; Paes, Iêdo de Oliveira; http://lattes.cnpq.br/3281218394136739; http://lattes.cnpq.br/4399950491476893