The relation between temperament and happiness in children aged 8-12 was examined. Participants included 311 students in Grades 4-6 and their parents, recruited from public and private schools in the Central Okanagan. Parents rated their children’s temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey (Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure. Children rated their own temperament using the EAS Temperament Survey and the Piers- Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg, 2002). Children also rated their own happiness using a single-item measure, the Oxford Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and child ratings on the EAS Temperament Survey conformed to the four-factor structure proposed by Buss and Plomin (1984). Multiple regression analyses revealed that temperament accounted for between 9-29% of the variance in children’s happiness depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual temperament variables that predicted a unique amount of the variance of children’s happiness over and above the combined effect of all temperament variables varied with the rater of children’s temperament (i.e., parents vs. children) and with the measure of happiness. Children who were more social, less shy, less emotional, and more free from anxiety rated themselves, and were rated by others, as happier. Children who scored higher on the activity temperament rated themselves, and were rated by others, as happier. The results of the current study parallel results of research investigating the relation between happiness and personality in adults. It establishes a strong relation between temperament and happiness, and iii supports the use of self-reports with children. Implications and suggestions for future research are discussed.

Tyrimo objektas – Kauno miesto gimnazijos, 9 – 12 klasių mokiniai. Tyrimo tikslas: nustatyti ir įvertinti 9 – 12 klasių mokinių mitybos, fizinio aktyvumo ir žalingų įpročių įtaką jų sveikatai; Hipotezė: nesveika ir nereguliari mityba, nepakankamas ir mažas fizinis aktyvumas, alkoholio ir rūkymo įpročiai turi įtakos 9 – 12 klasių mokinių sveikatai. Uždaviniai: 1. Palyginti mitybos įpročius tarp 9 – 12 klasių mokinių; 2. Įvertinti fizinį aktyvumo lygį tarp 9 – 12 klasių mokinių; 3. Nustatyti žalingus įpročius tarp 9 – 12 klasių mokinių; 4. Įvertinti mitybos, fizinio aktyvumo ir žalingų įpročių įtaką 9-12 klasių mokinių sveikatai. Tyrimo imtis ir organizavimas. Momentinė anketinė apklausa (1 priedas) buvo vykdoma 2012 m. gruodžio mėnesį, vienoje Kauno miesto gimnazijų. Viso apklausoje dalyvavo 400 gimnazijos mokinių, atsitiktinai parinkus iš 9 klasės 100 mokinių, 10 klasės 100 mokinių, 11 klasės 100 mokinių ir 12 klasės 100 mokinių. Išvados: 1. Mokinių mitybos įpročiai neatitinka sveikos mitybos rekomendacijų. Jų mityba neracionali, nėra subalansuota. Visgi dalis mokinių eina į mokyklą nepusryčiavę. Valgykloje pietauja mažas procentas mokinių. Paaugliai kasdien suvartoja didelį kiekį riebalų. Mokiniams nesvarbu sveikai maitintis. 2. Mokinių kasdieninėje veikloje fizinis aktyvumas pasižymi retai. Dalis mokinių išvis nesimankština. Daugiau nei pusę mokinių fiziškai aktyvūs būna laisvalaikiu po pamokų. Nepakankamas fizinis aktyvumas pastebėtas tarp mokinių. 3. Žalingi įpročiai... [toliau žr. visą tekstą] / Subject: the gymnasiums in Kaunas, students in 9-12 grades. Aim of the study: to determine and estimate the nutrition, physical activity and harmful habits on students’ health in grades 9-12. Hypothesis: unhealthy and irregular nutrition, insufficient and less physical activity, consumption of alcoholic beverages and smoking have influence on students’ health in grades 9-12. Objectives: 1. To compare nutrition habits between 9-12 grade students; 2. To evaluate the level of physical activity between 9-12 grade students; 3. To estimate harmful habits between 9-12 grade students; 4. To estimate the nutrition, physical activity and harmful habits on students’ health in grades 9-12. Sample and organization. A questionnaire (1 affix) was distributed in one of Kaunas gymnasiums in December 2012. 400 students from grades 9-12 (100 students from each grade) were chosen at random and filled in the questionnaire. Conclusions: 1. Students’ nutrition habits do not respond to guidelines for healthy eating. Their nutrition is irrational and non - balanced. Some students do not eat breakfast. Lunch in the dining room a small percentage of students. They consume a big amount of fat every day. It is not important for students to eat healthy. 2. Physical activity in students’ life is very rare. Part of the student's not active. More than half of the student’s physical activity is in his spare time after school. Insufficient physical activity observed between students. 3. Harmful habits... [to full text]

This quantitative study that is based on a collection of 151 questionnaires focuses on the use of different resources in relation to the teaching and learning of Spanish as a Foreign Language in three different upper secondary schools and one secondary school in the city of Karlskrona, Blekinge, Sweden. The aim is to get a clearer view on students’ and teachers’ perceptions on the following resources: textbook, PowerPoint, music, video, film, articles, theatre or fiction. We want to investigate whether the 147 selected pupils and their four teachers believe that these recourses would be beneficial or not in relation to the following abilities: listening- and reading comprehension, oral- and writing expression since all pupils have different learning styles. The purpose is also to investigate the perception of the students and teachers on the subject of motivation and grades and whether or not those mentioned recourses increase their motivation and grades. From here, we would like to gain a better understanding on those means and if they should remain in its current state of use or not.           To be able to accomplish the aim of this study, we have chosen to base the investigation, besides from the questionnaires, the theoretical framework such as Neuro-linguistic programming created by Bandler and Grinder, which is based on the idea that all pupils are different and assimilate knowledge in different ways. We will also give an overview on the different resources selected.           As a conclusion, the results showed that the textbook, which we refer to as a traditional resource in this study, is more preferable than the remaining ones in the context of writing expression, reading comprehension and to obtain better grades according to the students’ and the teachers’ perceptions. The students also believe that this traditional resource is more beneficial in relation to the oral expression while the teachers think that theatre and film are the most advantageous ones concerning this skill. In relation to the listening comprehension, the students believe that film is the most preferable resource while the teachers sense that video and music are more favourable. Finally, the representatives of this investigation sense that a few of the modern resources are more beneficial than the traditional.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This research explored the influence of the rural multi-grade context on the nature of the work of the principal of a rural multi-grade school. I specifically looked at the job description of the school principal as set out in the South African Schools Act (84 of 1996) and how the rural multi-grade context affects the nature of the work of four principals in the Western Cape. The relationship between the interpretation of policy and its implementation has always been complex because policies are open to different interpretations by the implementers thereof. This complex relationship can be observed with the implementation of the South African Schools Act of 1996, with specific reference to articles 16(1), 16A(2) and 16(3), in the South African school community. This disjunction between the policy as formulated by policy makers and the implementation thereof by implementers is often traced to the fact that policy makers do not consider the context of the implementers of the policy properly (Bell & Stevenson, 2006:14-15). In my attempt for a better understanding of this disjunction (and the factors that contribute to it), I found the interpretive qualitative investigation the most suited methodology for this study. In this case, I used the case study as a qualitative research method. According to Patton en Cochan (2002:2), qualitative research is characterised by the goals of the research question, which relates to the understanding of certain aspects of social life and methodologies; therefore, words are generated instead of numbers for data analysis. Merriam (1998:21) defines a qualitative case study in terms of the end product as an intensive, holistic description and analysis of a single case, phenomenon or social unit. By defining and conceptualising rural multi-grade schools, I found that these schools are characterised by (a) remote areas with a sparse population and (b) poverty. Joubert (2009:4) defines rural teaching (read rural multi-grade schools) as teaching in remote areas with a sparse population, such as on farms, far from towns and cities, where learners are not exposed to the luxuries of shopping malls or industries. These environments are characterised by inaccessibility, poor or inadequate infrastructure, poverty and a lack of skills, resources, knowledge and community involvement. I conducted interviews with four principals of rural multi-grade schools. Based on results of the research study, I found that the rural multi-grade context indeed has an effect on the nature of the work of the principal. To assist principals of rural multi-grade schools, I recommend that the national education department review the staff establishments of rural multi-grade schools with regard to teachers and non-teaching staff. Furthermore, the provincial department needs to increase the monetary allocation for rural multi-grade schools by the Western Cape Education Department (WCED). In order to address the lack of support to the principals of rural multi-grade schools, specialists on multi-grade teaching should be appointed to support these schools in terms of curriculum delivery and school management. / AFRIKAANSE OPSOMMING: Hierdie studie het die invloed van die landelike multigraad-agtergrond op die aard van die werk van die hoof van ’n landelike multigraadskool verken. Ek het spesifiek gekyk na die posbeskrywing van die skoolhoof soos verwoord in die Suid-Afrikaanse Skolewet (84 van 1996) en hoe die landelike multigraad-agtergrond die aard van die werk van vier skoolhoofde in die Wes-Kaap beïnvloed. Die verband tussen interpretasie van beleid en die toepassing daarvan was nog altyd ʼn komplekse verhouding omdat beleid oop is vir uiteenlopende interpretasies deur die toepassers daarvan. Hierdie komplekse verhouding kom aan die lig wanneer daar byvoorbeeld gekyk word na die toepassing van die Suid-Afrikaanse Skolewet van 1996 (met spesifieke verwysing na artikels 16(1), 16A(2) en 16(3)) op die Suid-Afrikaanse skoolgemeenskap. Die disjunksie tussen die beleid soos deur ‘beleidmakers’ geformuleer en die toepassing daarvan deur beleidstoepassers of implementeerders van beleid kan dikwels herlei word tot die feit dat beleidmakers nie die agtergrond van beleidstoepassers of implementeerders van die beleid na behore in ag neem nie (Bell & Stevenson, 2006:14-15). In my poging om dié disjunksie (en die faktore wat daartoe aanleiding gee) beter te verstaan, het ek bevind dat die interpretatiewe kwalitatiewe ondersoek die geskikste metodologie vir hierdie studie sou wees. In hierdie geval het ek gebruik gemaak van die gevallestudie as kwalitatiewe navorsingsmetode. Kwalitatiewe navorsing word gekenmerk deur die doelstellings van die navorsingsvraag, wat verband hou met die begrip van sekere aspekte van die maatskaplike lewe en die metodes, wat woorde in plaas van getalle genereer vir data-analise (Patton & Cochan, 2002:2). Merriam (1998:21) definieer ʼn kwalitatiewe gevallestudie met betrekking tot die eindproduk as ʼn intensiewe, holistiese beskrywing en analise van ʼn enkele geval, fenomeen of maatskaplike eenheid. Met die definiëring en konseptualisering van landelike multigraadskole het ek tot die gevolgtrekking gekom dat hierdie skole gekenmerk word deur twee pertinente kenmerke: (a) dit is afgeleë met ylbevolkte omgewings en (b) armoede. Joubert (2009:4) omskryf landelike onderrig (lees landelike multigraadskole) as onderrig wat meestal in afgeleë en ylbevolkte omgewings soos op plase, gewoonlik ver van hoofroetes, dorpe en stede plaasvind, waar leerders nie aan luukshede soos inkopiesentrums of nywerhede blootgestel word nie. Hierdie omgewings word gekenmerk deur ontoeganklikheid, swak infrastruktuur, armoede en gebrekkige vaardighede, bronne, kennis en gemeenskapsbetrokkenheid. Onderhoude is met hoofde van vier landelike multigraadskole gevoer. Op grond van die navorsingresultate het ek bevind dat die landelike multigraad-agtergrond wel die aard van die skoolhoof se werk beïnvloed. Ek beveel dus onder andere aan dat die provinsiale onderwysdepartement die diensstate van landelike multigraadskole hersien wat betref onderwysers en niedoserende personeel asook dat die monetêre toekenning van landelike multigraadskole deur die Wes-Kaapse Onderwysdepartement (WKOD) verhoog word. Verder bevel ek aan dat bekwame distriksamptenare aangestel word om die skoolhoof van ʼn landelike multigraadskool ten opsigte van die bestuur van die skool en die onderwysers ten opsigte van kurrikulumlewering te ondersteun.

In the swedish school system there are five grades: E, D, C, B and A. E, C and A all got explicit criteria for how to get his grades, however the two grades D and B don’t. They are a sort of middle grades with the criterion that the knowledge of the student for the most part fulfill the next grade. This means that a student who in some cases fulfill criteria for a C and in some cases fulfill criteria for an A gets a B. This might seem fair enough, but the problem is that teachers can’t agree on what for the most part means. Some teacher use a quantitative approach, eg. a student meet six out of ten criteria, and others use a qualitative approach, where some criteria are more important than others. This study explores this phenomena with interviews of five social science teachers and relates their answers to current research from inter alia the Swedish National Agency of Education. In this study the equivalence, the legal certanity and the equity of the middle grades is also discussed and compared with the other three grades. The results shows that different teachers use different approaches which are in line with the current research, and the conclusion of the middle grades equivalence, legal certanity and equity is that they are even less equivalent, secure and more inequity compared to the other grades.

Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-08-29T18:03:18Z No. of bitstreams: 1 PAULO EDUARDO E SILVA BARBOSA - DISSERTAÇÃO PPGCC 2007..pdf: 549401 bytes, checksum: ffeac306fd7624758ab88a5062b5a5ae (MD5) / Made available in DSpace on 2018-08-29T18:03:18Z (GMT). No. of bitstreams: 1 PAULO EDUARDO E SILVA BARBOSA - DISSERTAÇÃO PPGCC 2007..pdf: 549401 bytes, checksum: ffeac306fd7624758ab88a5062b5a5ae (MD5) Previous issue date: 2007-02-23 / Todo programador ou engenheiro de software lida com um problema crônico na concepção de seus sistemas: violações das especificações ou requisitos de projeto. Essas violações necessitam de uma captura imediata, pois geralmente originam falhas que só podem ser descobertas tardiamente, a um custo de reparo bastante elevado. Nos últimos anos, pesquisadores da ciência da computação estão conseguindo um progressonotávelnodesenvolvimentodetécnicaseferramentasqueverificamautomaticamente requisitos e projeto. A abordagem em maior evidência chama-se verificação de modelos (model-checking). Verificação de modelos é uma técnica formal e algorítmica de se fazer verificação de propriedades de sistemas com um espaço de estados finito. Suas principais vantagens são o poder de automação e a qualidade dos resultados produzidos. Porém, esta técnica sofre de um problema fundamental — a explosão do espaço de estados — que se deve ao crescimento exponencial na estrutura que representa o comportamento de sistemas e à falta de recursos computacionais disponíveis para lidar com grandes quantidades de informação sobre o comportamento dos sistemas sob verificação. Este trabalho concentra-se em verificação de modelos utilizando plataformas de distribuição como tentativa de aliviar o problema citado. Mais detalhadamente, investigamos o uso de grades computacionais que rodam aplicações bag-of-tasks e formulamos algoritmos específicos para o processo de verificação. Aplicações bag-of-tasks são aplicações paralelas cujas tarefas são independentes entre si. Elas são as aplicações mais apropriadas para grades computacionais por permitirem heterogeneidade dos recursos. Aplicamos ferramentas de grades computacionais como uma camada entre a ferramenta de verificação e os recursos distribuídos compartilhados existentes e comparamos os quesitos desempenho e escala nos sistemas a serem verificados em relação às versões centralizadas de verificadores. A plataforma empregada na distribuição é muito atrativa no quesito custo, controle e escala. Através do compartilhamento de uma simples máquina, o engenheiro de sistemas ganha acesso a uma comunidade provedora de uma grande quantidade de recursos heterogêneos e automaticamente gerenciados para se fazer computação paralela seguindo sua filosofia. Durante o trabalho, essas vantagens são comparadas com suas desvantagens, como o alto custo de comunicação e a dificuldade de particionar o processo, por exemplo. O trabalho envolveu a produção das seguintes ferramentas: uma API genérica para a geração distribuída de grafos que representam o comportamento de sistemas concorrentes sobre plataformas de grades computacionais bag-of-tasks, um protótipo de verificação CTL que age de duas maneiras distintas, sendo on-the-fly durante a geração do espaço de estados ou sobre esse espaço de estados distribuído representado explicitamente seguindo a mesma filosofia de comunicação e versões simplificadas de simuladores de sistemas concorrentes sob alguns formalismos baseados em redes de Petri. Resultados experimentais sobre a aplicação deste ferramental são apresentados. / Every programmer or software engineer deals with a chronic problem during the conception of their systems: violations in the project requirements. These violations need to be discovered early be cause they generally produce errors that can be discovered later, at a very expensive cost to repair. In recent years, researchers in computer science are obtaining a notable progress in the development of techniques and tools to automatically verify requirements and designs. The most evidently approach is called model-checking. Model checking is a formal and algorithmic technique to perform properties verification in a finite state space of systems. Its main advantages are the automation power and the quality of the produced results. However this technique suffers from one big and foundamental problem - the state space explosion which is the absense of computational resources available today’s to deal with large amounts of information about the behavior of the systems under verification. This work investigates a solution to verify models in a distributed way using computational grids which runs bag-of-tasks applications, alleviating the mentioned problem. Bagof-tasks applications are those parallel applications which tasks arei ndependent of each other and are the applications most suited for computational grids because they allow heterogeneity between resources. We employ computational grid tools as a layer between between the verificationtooland the distributed shared resources. This verification is performed by adapted CTL algorithms to the bag-of-tasks philosophy. So we intend to obtain improvements in speed-up and scalability in the systems to be checked when compared to centralized versions of verifiers produced in side the group. Moreover,the employed middleware in the distribution is very attractive in the cost and control aspects. By sharing a single machine, the system engineer obtains access to a community that provides large amounts of heterogeneous resources automatically managed to perform parallel computation. This work included the production of the following tools: a generic API to the distributed generation of graphs that describes the behavior of concurrent systems under bag-of-tasks computational grids platforms, a prototype to check for CTL properties using on-the-fly algorithms or iterating over the generated fragments of the distributed graph. We also implemented simplified versions of simulators of concurrent systems following some formalisms based on Petri nets. Experimental results are also presented.

The thesis deals with the application of creative methods and forms of work during reading and literature lessons in the 2nd and 3rd grades of elementary school. The main focus is on good orientation in contemporary professional literature, alternative textbooks and methodical guides. The thesis is divided into a theoretical and a practical part. The theoretical part presents teaching of reading from the pedagogical-psychological point of view, it focuses on didactical-methodical aspects, on the problem of intensification of teaching in reading and literature lessons possibilities of modernization, optimization, rationalization and efficiency. In the practical part I introduce interesting methods and forms of work, new unconventional model approaches and effective methodical management of the teaching process. The thesis is enriched with attractive techniques for practising and deepening one's knowledge. In this way, the practical part offers a collection of playful forms of work which can be used during reading and literature lessons. Some games are verified in practice.

The thesis is focused on the implementation of method of content and language integrated learning in mathematics in the small school where several grades are taught in one class. The thesis is divided into two parts. The theoretical part deals with issues related to teaching of vocational subject in the foreign language. I define CLIL and show the opening implementation of teaching of this method in schools in the Czech Republic. Then, I concern the advantages and disadvantages of this method, the suitability of different subjects and to implement different variants of CLIL, which I can use while teaching at different stages of education in the Czech school system. The main aim of the practical part is to create educational materials and individual plans of lessons for teaching a curriculum of mathematics in English at the first stage of the primary school for grades 4 and 5, implementation of this method to teaching in selected small school and confirmation or refutation the statements of the authors of publications that, if implemented CLIL teaching at schools, it brings indisputable advantages for the whole educational process.

Trata-se de estudo sobre o fenômeno da literatura de autoajuda que consta entre as práticas de leitura de autoformação de professoras que atuam nos anos iniciais do Ensino Fundamental. Toma como ponto de partida o atual cenário profissional da educação, caracterizado simultaneamente pelos imperativos da constante atualização e pela desvalorização dos professores. Neste contexto encontra-se em circulação uma farta literatura baseada no modelo da autoajuda (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003), dirigida aos professores (e a quem interessar ou “julgar-se” educador), com o fim de proporcionar receitas para a obtenção do sucesso pessoal e profissional, além de apresentar-se como alternativa de leitura que visa amenizar frustrações e insatisfações. A primeira hipótese desta pesquisa refere-se à afirmação de que o livro Pais Brilhantes, Professores Fascinantes (CURY, 2003) vem sendo um dentre aqueles mais lidos ou conhecidos entre as professoras que atuam nos anos iniciais do ensino fundamental, ou seja, formadas em cursos de Pedagogia. O estudo não intenta opor-se a essa leitura de livros de autoajuda pelas professoras, mas objetiva compreender suas razões, indagar em que medida esta literatura é percebida como apoio pedagógico ao invés de um apoio de reflexão. Inspirando-se nos pressupostos teóricos e conceitos da história cultural relativamente à cultura escrita, nos marcos da história do livro e da leitura, o estudo lança uma mirada contemporânea a esse fenômeno a partir de três questões intimamente relacionadas: formação e autoformação de professores; práticas de leitura de professores; literatura de autoajuda no campo da Educação. A investigação foi realizada a partir de 69 questionários e seis entrevistas semiestruturadas colhidos junto a seis escolas de Porto Alegre/RS, sendo duas privadas, duas públicas estaduais e duas públicas municipais. A problematização pautou-se, em especial, nos estudos de autores como Roger Chartier, António Nóvoa, Francisco Rüdiger, Arnaldo Chagas e Arquilau Romão. As narrativas das professoras possibilitaram constatar que estas aceitam a literatura de autoajuda como leitura legítima no campo da Educação. Para essas professoras, as publicações desse gênero têm sintonia com suas expectativas. Para fins de análise, a leitura foi concebida como uma prática complexa, não há significados estáveis nos textos, mesmo naqueles tão prescritivos quanto à literatura de autoajuda. As professoras leitoras inventam muitos sentidos ao que leem, ao que fazem posteriormente com essas leituras, ao que escolhem dentre o que lhes é oferecido pelo mercado editorial. A leitura se apresenta, para as professoras participantes da pesquisa, como uma prática fundamental à produção de suas identidades e intervém sobre como se percebem na condição de educadoras, sobretudo a partir dos modos como são narradas pelos autores de autoajuda cujos textos comparecem dentre suas práticas de leitura. / It is the study of the phenomenon of self-help literature in the self-education that appears among readings practice by teachers who work in the early years of elementary school. The starting point is the current teaching professional scenario, which is characterized by both the imperatives of constant updating and teacher depreciation. In this context there is an abundant literature based on the self-help model is available (WERNECK, 1996; CHALITA, 2001; TIBA, 2002; CURY, 2003). Heads straight to teachers (and to whom may be interested or "consider themselves" an educator), in order to provide them formulas to obtain personal and professional success, to ease frustrations and dissatisfactions. The first hypothesis of this research refers to the claim that the book “Pais Brilhantes, Professores Fascinantes” (CURY, 2003) has been one of the most widely read or known among the teachers who work in the early years of elementary school (what means: teachers graduated in Pedagogy). The study does not intend to oppose the self-help books reading by teachers, but aims to understand their reasons and to ask how much this literature is perceived not an educational support, but a support for reflection. Drawing on the theoretical principles and concepts of cultural history in relation to written culture, on landmarks in the history of books and reading, the study releases a glance to this contemporary phenomenon from three closely related questions: teacher education and self- education; reading practices; self-help literature in the field of Education. The study was made conducting a survey of 69 questionnaires and six semistructured interviews collected in six schools of Porto Alegre/RS, two of them private, two public and two municipal public. The theoretical questioning was based in particular on studies of authors such as Anthony Nóvoa, Roger Chartier, Francisco Rüdiger, Arnaldo Chagas and Arquilau Romão. The teachers’ narratives show out that they accept the self-help literature as legitimate reading on the education field. For these teachers, such printed production is consistent with their expectations. For analysis purposes, reading is recognized as a complex practice, there are no stable meanings in texts, even in those prescripts as self-help literature. These readers, or rather, reading teachers, formulate many meanings to what they read, to what they do after that reading and to what they choose among what is offered by the publishing market. The reading is presented, to the teacher which participated in the study, as a fundamental practice for the production of their identities and intervenes in how they perceive themselves in teachers’ condition, especially from how they are reported by the self-help authors whose texts show up among their reading practices.

Pelo presente trabalho, busca-se analisar as razões pelas quais as crianças das séries iniciais do Ensino Fundamental, apesar de escolarizadas, não alcançam o letramento, termo entendido como competências e habilidades para o uso da linguagem escrita no entorno social. Ao comparar-se o fazer pedagógico de professores e a bibliografia que defende o processo ensino-aprendizagem da língua materna, no contexto social, nota-se uma dicotomia entre prática e teoria. Enquanto esta aponta para um ensino baseado no trinômio uso → reflexão → uso, de modo que a variedade lingüística do aluno seja, não só respeitada, mas tomada como ponto de partida para as reflexões epilingüísticas, rumo à variedade culta, a prática revela um fazer pedagógico que não leva em conta a linguagem do aluno, e que elege, como ponto de partida e de chegada, a gramática normativa, prática que pode estar referendada pela concepção de que é, pela via da mesma, que se aprende língua ou porque os professores aprenderam assim ou, ainda, porque eles não sabem como romper com a prática tradicional. A análise revela uma escola preocupada com a decodificação, na leitura, responsável por entravar a compreensão do texto, já que trabalhado com vistas à leitura oral (como prova de que o aluno sabe ler) ou com vistas a uma pretensa interpretação, através de questões que privilegiam o conteúdo, o explícito ou, ainda, com vistas ao trabalho com questões subjetivas que não conduzem à leitura do implícito. No que diz respeito à escrita, a escola revela preocupar-se com a codificação, entendida como reprodução, de modo que, ao aluno, não resta outra saída que não a de realizar exercícios de língua, pela via da metalinguagem, ou na forma esporádica de redação, sem que se assuma como sujeito de suas idéias, tendo em vista um interlocutor de fato. Portanto, a escola, que deveria ser a instituição social responsável pelo ensino da linguagem escrita, falha nessa responsabilidade, por valorizar a gramaticalização em detrimento do letrar – passaporte para o exercício da cidadania. / In this work we intend to analyze the reasons why childen in initial levels of elementary school, despite being regular students, are not able to achieve literacy (which is understood as a set of competences and skills for using writen language in social context). When teaching practices and the bibliography concerning mother language teaching and learning are compared, we perceive a dicotomy between practice and theory: while the last one points to the trinomial use → reflection → use, making the learner's linguistic variety not only respected, but taken as a starting point for epilinguistical reflections towards standard language, practice reveals pedagogical procedures which do not consider learner's language, choosing normative grammar as a start and and end. This occurs due to the conception that this is how one learns language, or this was the way teachers learnt it, or because teachers cannot break with traditional practices. This analysis reveals that schools are concerned with decoding in reading, and this is responsible for restraining text comprehension, as the work with texts usually involves aloud reading (as a proof that students can read), or false text interpretation, which occurs through questions that privilege explicit content, or subjective questions that do not lead to implicit content. Concerning to writing, schools are worried with the encoding - term understood as reproduction. As a result, the learner makes language exercises through metalanguage, or in sporadic essay writing exercises, without considering him/herself as a real subject of his/her ideas, or adressing him/herself to a real interlocutor. Therefore, school, which should be the social institution responsible for teaching writen language, fails in this responsability, because it values grammar rather than literacy - which is a passport for an effective exercise of citizenship. Key-words: literacy;