Made available in DSpace on 2014-06-11T19:31:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-17Bitstream added on 2014-06-13T21:02:35Z : No. of bitstreams: 1 hernandes_edk_dr_mar.pdf: 3622900 bytes, checksum: 3fd0561f038cce18fca08cfac4f1e27f (MD5) / Embora os desafios presentes nos processos de Alfabetização e de Formação Docente tenham sido amplamente revisitados nas últimas décadas, acreditamos que a superação desses desafios depende, em parte, da reflexão sobre as concepções e práticas das docentes alfabetizadoras. Nessa direção, esse projeto teve a intenção de identificar quais os efeitos do Programa de Formação de Alfabetizadores – Letra e Vida - em salas de aula da região de Assis; como esses impactos se traduziram em revisão dos procedimentos didáticos das professoras; e quais os resultados significativos detectados no processo de aprendizagem dos alunos. Para isso, optamos adotar como ferramenta metodológica a pesquisaação, por ser uma metodologia de pesquisa científica que pressupõe, em seu referencial teórico o caráter formativo-emancipatório do pesquisador e dos sujeitos envolvidos na pesquisa. Embasados nessa metodologia, os dados obtidos foram discutidos, refletidos, apropriados e ressignificados pela pesquisadora e pelo grupo de professores participantes, transformando-se assim, gradativamente, em novos conhecimentos, durante todo o processo reflexivo desta pesquisa-ação. A análise dos resultados do Sistema de avaliação do Rendimento Escolar de São Paulo – SARESP - serviu como parâmetro para identificar possíveis avanços e lacunas existentes nas práticas das docentes alfabetizadoras, bem como, na implementação do Programa de Formação de Alfabetizadores que participaram. O acompanhamento do trabalho realizado em sala de aula, a coleta de depoimentos das professoras e a realização de reuniões, da pesquisadora com as professoras, ocorreram em diferentes momentos, organizados a partir das situações relevantes que emergiram durante o processo de pesquisa-ação. / While the challenges existing in the process of Reading and Writing and the Education of Teachers have been largely revisited in the last decades, we believe that the overcoming of those challenges depend, partly, on the meditation, on the conceptions and the teachers’ practice on reading and writing. Therefore, this project has had the intention of identifying what were the Education Program effects on Reading and Writing Teachers – Letra e Vida – in classrooms in the region of Assis; how those impacts were transformed into revision of the teacher’s educational procedures; and which were the significant results noticed in the student’s learning process. In order to do that, we decided to adopt as a methodological tool the research-action because it is a methodology of the scientific research that foresees, in its theoretical referential, the formativeemancipator quality of the researcher and the subjects involved in the research. Based on it, the data obtained were discussed, considered and adapted by the researcher and the participating teachers group, then it was transformed, progressively, into new knowledge during the whole speculative process of this research-action. The analysis of the Scholar Productivity Evaluation System of São Paulo’s results – SARESP – has helped as a parameter to identify coming advancements and existing gaps in the teachers of reading and writing’s assignments as well as in the implementation of the Teachers’ Education Program on Reading and Writing they participated. The attendance of the work accomplished with the students in classroom, the collection of testimonies from the teachers and the execution of meetings with the researcher and the teachers took place in different moments which were organized from relevant situations that came out during the research-action process.

Orientador: Raquel Lazzari Leite Barbosa / Banca: Dagoberto Buim Arena / Banca: Cecília Hanna Mate / Banca: Paula P. Vicentini / Banca: Norma Sandra de A. Ferreira / Resumo: Embora os desafios presentes nos processos de Alfabetização e de Formação Docente tenham sido amplamente revisitados nas últimas décadas, acreditamos que a superação desses desafios depende, em parte, da reflexão sobre as concepções e práticas das docentes alfabetizadoras. Nessa direção, esse projeto teve a intenção de identificar quais os efeitos do Programa de Formação de Alfabetizadores - Letra e Vida - em salas de aula da região de Assis; como esses impactos se traduziram em revisão dos procedimentos didáticos das professoras; e quais os resultados significativos detectados no processo de aprendizagem dos alunos. Para isso, optamos adotar como ferramenta metodológica a pesquisaação, por ser uma metodologia de pesquisa científica que pressupõe, em seu referencial teórico o caráter formativo-emancipatório do pesquisador e dos sujeitos envolvidos na pesquisa. Embasados nessa metodologia, os dados obtidos foram discutidos, refletidos, apropriados e ressignificados pela pesquisadora e pelo grupo de professores participantes, transformando-se assim, gradativamente, em novos conhecimentos, durante todo o processo reflexivo desta pesquisa-ação. A análise dos resultados do Sistema de avaliação do Rendimento Escolar de São Paulo - SARESP - serviu como parâmetro para identificar possíveis avanços e lacunas existentes nas práticas das docentes alfabetizadoras, bem como, na implementação do Programa de Formação de Alfabetizadores que participaram. O acompanhamento do trabalho realizado em sala de aula, a coleta de depoimentos das professoras e a realização de reuniões, da pesquisadora com as professoras, ocorreram em diferentes momentos, organizados a partir das situações relevantes que emergiram durante o processo de pesquisa-ação. / Abstract: While the challenges existing in the process of Reading and Writing and the Education of Teachers have been largely revisited in the last decades, we believe that the overcoming of those challenges depend, partly, on the meditation, on the conceptions and the teachers' practice on reading and writing. Therefore, this project has had the intention of identifying what were the Education Program effects on Reading and Writing Teachers - Letra e Vida - in classrooms in the region of Assis; how those impacts were transformed into revision of the teacher's educational procedures; and which were the significant results noticed in the student's learning process. In order to do that, we decided to adopt as a methodological tool the research-action because it is a methodology of the scientific research that foresees, in its theoretical referential, the formativeemancipator quality of the researcher and the subjects involved in the research. Based on it, the data obtained were discussed, considered and adapted by the researcher and the participating teachers group, then it was transformed, progressively, into new knowledge during the whole speculative process of this research-action. The analysis of the Scholar Productivity Evaluation System of São Paulo's results - SARESP - has helped as a parameter to identify coming advancements and existing gaps in the teachers of reading and writing's assignments as well as in the implementation of the Teachers' Education Program on Reading and Writing they participated. The attendance of the work accomplished with the students in classroom, the collection of testimonies from the teachers and the execution of meetings with the researcher and the teachers took place in different moments which were organized from relevant situations that came out during the research-action process. / Doutor

Dara collected under differenr didacric condirions and evaluarion steps of a program for the learning of reading and wriring are reponed. The firsr didacric condirion corresponds ro an inirial phase of projecrion ro rhe communiry wirh rhe reachers help (Mares, Plancarre y Rueda, 1994). The second evaluarion is about a tesr applied in four experimemal programs designed by Mares et. al. based en rhe behavioral taxonomy developed by Ribes and Lopez (1985). Finally, rhe rhird condition corresponds ro rhe adaptarion of a reading and writing program for 40 children (Mares, Bazan and Farfan, 1995). In all cases, rhe effecriveness of rhe program was measured based en rhe mechanical and funcrional aspecrs of rhe wrirren language, and a comparison wirh other programs used by a differem group of reachers was established. / Se reportan los datos obtenidos en diferentes condiciones didácticas y/o momentos de evaluación de un programa de enseñanza de la lecto-escritura con perspectiva interconductual. La primera condición didáctica evaluada, corresponde a una fase inicial de proyección del programa como apoyo a la actividad del docente (Mares, Plancarte y Rueda, 1994). La segunda evaluación se refiere, a una prueba realizada sobre cuatro programas experimentales diseñadas por Mares y et al., con base en la taxonomía de la conducta elaborada por Ribes y López (1985). Finalmente, la tercera condición evaluada corresponde a una adecuación del programa de lecto-escritura a grupos de 40 niños (Mares, Bazán y Farfán, 1995). En todas las ocasiones la efectividad del programa se midió con base en los aspectos mecánicos y funcionales de la lengua escrita y, se estableció una comparación con otros programas utilizados por un grupo diferente de docentes.

[pt] Os conceitos de alfabetização e letramento são discutidos neste trabalho a partir da análise de práticas pedagógicas desenvolvidas por três professoras atuantes do primeiro ciclo do Ensino Fundamental, de uma escola pública de Niterói. O debate esteve respaldado principalmente nas obras de Magda Soares, que nos últimos vinte anos vêm tecendo um diálogo entre os dois conceitos, assim como na discussão realizada por Paulo Freire em que a alfabetização é pensada sob o ponto vista político e ideológico. Concomitante ao investimento nas questões teóricas foram realizadas observações sistemáticas nas salas de aula e entrevistas com as professoras pesquisadas. Estas revelaram contradições existentes no ensino da leitura e da escrita. O caminho encontrado para compreender tais contradições foi o diálogo com a antropologia, uma vez que esta disciplina busca compreender os fenômenos a partir da lógica dos sujeitos pesquisados. A escola como instituição de ensino da leitura e da escrita explicita um investimento maior no ensino da técnica de ler e escrever do que no desenvolvimento de práticas leitoras e escritoras. A literatura, entretanto, é um dos caminhos possíveis para o desenvolvimento de forma concomitante dos conceitos de alfabetização e letramento. O encaminhamento de propostas para o desenvolvimento de práticas sociais que envolvam a língua escrita revela a necessidade de reflexão sobre a concepção ideológica engendrada no processo de letramento. / [en] In this dissertation, I shall address the concepts of learning to read and write (alfabetização) and literacy on the basis of an analysis of the teaching practices developed by three public school teachers of 1st to 3rd grade children, in Niterói. The issues discussed in the text are based on Magda Soares attempt, over the last twenty years, to build a dialogue between the two concepts, as well as Paulo Freire s view that learning to read and write is a political and ideological issue. The procedures adopted in the research included theoretical based studies and systematic analysis of the subjects classroom practice, as well as interviews with them. The results indicate that the teaching of reading and writing presents contradictions. Anthropology was used in order to understand these contradictions, since this area of knowledge derives its understanding of phenomena from the analysis of the subjects rationale. As the institution responsible for the teaching of reading and writing, schools invest more effort in the teaching of techniques of reading and writing than the development of reading and writing practices. Nevertheless, literature seems to be an alternative for the development of form as well as of concepts regarding literacy and the learning of reading and writing. Proposals for the development of social practices involving written language reveal a need for reflection on the ideological nature of the process of literacy.

[pt] As narrativas do diário de aula de uma turma de alfabetização, escrito no período de fevereiro a dezembro de 1999, e tomado como empiria de pesquisa, fundamentaram esta dissertação na medida em que possibilitaram analisar práticas culturais e interações entre as diferentes personagens que compõem o universo escolar. A arquitetura de Mikhail Mikhailovitc Bakhtin - conhecimento, ética e estética - auxilia na reflexão da tessitura do diário. Exotopia, alteridade, discursividade, polifonia, enunciação, atitude responsiva ativa são apenas alguns dos conceitos bakhtinianos trazidos para a centralidade do texto. O primeiro capítulo focaliza a produção autobiográfica - memórias, diários, histórias de vida - dentro de um contexto mais amplo na sociedade; e destaca a autoria de professores na escrita de diários de aula como instrumento de viver a prática, pensá-la criticamente e reorganizá-la. O segundo capítulo descreve caminhos e marcas que contribuíram na escolha profissional; e discute criticamente experiências culturais na aquisição da língua escrita diante de dilemas e contradições inerentes à ação pedagógica. O terceiro capítulo é um mergulho mais abrangente nas tramas do diário da turma de alfabetização. Problematizando questões de quatro grandes vertentes enunciativas - a fala das crianças, da professora, das famílias e da escola - sublinha o papel de cada personagem nas identidades e subjetividades entrelaçadas pela dinâmica relacional coletiva do cotidiano escolar. / [en] This dissertation - founded on the narratives extracted from the journal of a class in the learning process of reading and writing, and which was written from February through December 1999 - will be taken as an empiric basis for research, as it enables the analysis of cultural practices and interactions among the different characters, which constitute the school universe. Mikhail Mikhailovitc Bakhtin´s architecture - knowledge, ethics and esthetics - assists in the reflection of the journal compositional texture. Exotopia, alterity, dialogism, polyphony, enunciation, active responsive attitude, are just few of Bakhtin´s concepts that were brought to the text centrality. The first chapter´s main focus is the autobiography production - memories, journals, life-based stories - within a broader context in society. It also emphasizes the teacher´s authorship of the journal, as a tool for experiencing, critically thinking and reorganizing the practical aspects of life. The second chapter describes ways and hallmarks, which have contributed to the author´s professional choice. It also critically discusses cultural experiences in learning a written language, while facing the dilemmas and contradictions that are inherent to the pedagogic action. The third chapter is a deeper dive into the texture of the class journal. By questioning certain issues from four big enunciative streams - the speech of learning-in-process children, teachers, families and school - it underlines the role of each character in the identity world and subjectiveness, intertwined by the collective relational dynamics of the school daily routine.

[pt] A presente dissertação objetiva analisar a participação de atores da sociedade civil na prestação da cooperação técnica brasileira para países do Sul. Mais especificamente, busca-se compreender por que e de que forma o Governo brasileiro trabalha em parceria com atores sociais nestas iniciativas e as implicações da participação destes atores para a política exterior brasileira no campo da cooperação. O estudo fundamenta-se sobre dois estudos de caso de atores sociais distintos, porém com presença consolidada na cooperação ofertada pela Agência Brasileira de Cooperação, a saber: a organização do empresariado industrial SENAI e a ONG Alfabetização Solidária. Utilizando o instrumental teórico da Análise de Política Externa, voltado sobretudo ao exame do processo decisório, avalia-se a atuação destes atores privados. Conclui-se que embora participem da política de cooperação como entidades executoras, isto não implica que desenvolvam um papel meramente técnico. Em sentido inverso, as ações de cooperação abrem espaço, mesmo que indiretamente, para que participem e influenciem de modo mais substantivo a política externa brasileira no âmbito da Cooperação Sul-Sul. / [en] The purpose of this study is to analyze the participation of civil society in the Brazilian technical cooperation activities offered to other developing countries. Specifically, it seeks to understand why and how the Brazilian Government works in partnership with social actors in these actions and the consequences of social actors` participation in the Brazilian cooperation foreign policy. This research is based upon two case studies that involves two distinct social actors that have an important presence in the cooperation offered by the Brazilian Cooperation Agency, namely: the industrial organization SENAI and the NGO Solidarity in Literacy. Using the theoretical framework of Foreign Policy Analysis, related especially to decision making-process, the study analyses the role developed by these actors in the Brazilian cooperation policy. It concludes that despite these actors participate in Brazilian cooperation as entities that implement policies, this does not imply that they develop a mere technical role. On the contrary, the cooperation activities that they carried out with Brazilian Government allowed them, even indirectly, to substantially participate and influence the Brazilian foreign policy in the field of South-South Cooperation.

<p>Abstract</p><p>I have chosen to make a study of the learning of reading and writing, as well as other learning difficulties that may occur, in this research.</p><p>My choice of subject is based on the realizations I made during my time as a student teacher; that each teacher has his/her own way of teaching reading and writing. Sometimes, however, learning difficulties occur, and this insight caught my attention. It made me think about the underlaying reasons and how we, as teachers, can bring attention to these difficulties. With these questions in mind, I recorded my observations based on a series of interviews and literary studies in an attempt to answer my questions. The resulting research emphasizes how important the actions from the teachers are, as well the importance of having variety in your lesson plan. As teachers, we have to give each pupil the time he or she needs, to ensure that they understand what is being taught. The achievement of this, will be a fun and pleasurable learning experience.</p> / <p>Sammandrag</p><p>I denna undersökning har jag granskat läs- och skrivinlärning, samt svårigheter som kan uppstå kring detta.</p><p>Bakgrunden till mitt ämnesval ligger i att jag under min tid som lärarstuderande fått insikt i att varje pedagog har sitt eget tillvägagångssätt när det gäller läs- och skrivinlärning, vilket väckte mitt intresse. Ibland uppstår dock svårigheter kring detta, vilket gjorde att jag började fundera kring varför detta sker samt hur vi som pedagoger kan uppmärksamma dessa svårigheter. Med dessa funderingar i bakgrunden har jag gjort intervjuer och observationer, samt tagit del av litteratur för att finna svar på mina frågor. De resultat jag kommit fram till betonar pedagogens agerande och vikten av en varierad undervisning, samt att vi som pedagoger måste se varje elev liksom ge dem tid. Strävar vi efter detta, kan vi uppnå ett lärande som upplevs som något lustfyllt och roligt.</p>

Abstract I have chosen to make a study of the learning of reading and writing, as well as other learning difficulties that may occur, in this research. My choice of subject is based on the realizations I made during my time as a student teacher; that each teacher has his/her own way of teaching reading and writing. Sometimes, however, learning difficulties occur, and this insight caught my attention. It made me think about the underlaying reasons and how we, as teachers, can bring attention to these difficulties. With these questions in mind, I recorded my observations based on a series of interviews and literary studies in an attempt to answer my questions. The resulting research emphasizes how important the actions from the teachers are, as well the importance of having variety in your lesson plan. As teachers, we have to give each pupil the time he or she needs, to ensure that they understand what is being taught. The achievement of this, will be a fun and pleasurable learning experience. / Sammandrag I denna undersökning har jag granskat läs- och skrivinlärning, samt svårigheter som kan uppstå kring detta. Bakgrunden till mitt ämnesval ligger i att jag under min tid som lärarstuderande fått insikt i att varje pedagog har sitt eget tillvägagångssätt när det gäller läs- och skrivinlärning, vilket väckte mitt intresse. Ibland uppstår dock svårigheter kring detta, vilket gjorde att jag började fundera kring varför detta sker samt hur vi som pedagoger kan uppmärksamma dessa svårigheter. Med dessa funderingar i bakgrunden har jag gjort intervjuer och observationer, samt tagit del av litteratur för att finna svar på mina frågor. De resultat jag kommit fram till betonar pedagogens agerande och vikten av en varierad undervisning, samt att vi som pedagoger måste se varje elev liksom ge dem tid. Strävar vi efter detta, kan vi uppnå ett lärande som upplevs som något lustfyllt och roligt.

Plusieurs enquêtes nationales et internationales (Lire écrire compter, PISA, PIRLS) ont pointé l’augmentation, en France, des écarts de performances en lecture et en écriture entre les élèves issus d’un milieu socioculturel défavorisé et ceux issus d’un milieu favorisé. Notre recherche s’inscrit dans le champ de la didactique de l’écrit. Elle cherche à montrer comment des pratiques enseignantes qui favorisent le processus d’acculturation à l’écrit et qui s’articulent à un apprentissage « technique » de la lecture et de l’écriture peuvent être un levier possible pour enrayer les inégalités. Pour explorer les liens entre pratiques d’acculturation à l’écrit dans les classes de CP et apprentissage de la lecture, une étude longitudinale a été réalisée dans deux classes de CP situées en éducation prioritaire. Notre démarche écologique et ethnographique s’appuie sur des données qualitatives et quantitatives que nous avons recueillies à partir d’entretiens réalisés auprès des élèves et des enseignantes et de questionnaires renseignés par les parents. Nos propres données ont été complétées par les données issues de la recherche #LireEcrireCP coordonnée par R. Goigoux (évaluations, questionnaires, fichiers « tâches codées », films de séances de classe). Les résultats mettent en évidence d’une part que des pratiques moyennement acculturantes ne permettent pas de faire suffisamment progresser les élèves afin de réduire les inégalités. D’autre part, ils montrent que pour être efficaces, les pratiques d’acculturation doivent non seulement être régulières et ritualisées mais aussi accompagnées de postures d’enseignement qui favorisent les interactions langagières pour rendre explicites les savoirs et les savoir-faire engagés, et qui considèrent l’écrit dans sa globalité et pas seulement comme une activité scolaire. Enfin, l’analyse de deux pratiques d’acculturation exemplaires (production d’écrit et pratiques variées de lectures) dans deux autres classes participant à la recherche #LireEcrireCP indique que des pratiques d’acculturation efficaces sont possibles, même en éducation prioritaire. Ainsi, il ressort de notre recherche que les pratiques d’acculturation assorties de gestes d’enseignement efficients peuvent contribuer à réduire les inégalités scolaires. / Several national and international studies (reading writing numeracy, PISA, PIRLS) have shown that the gap in France between pupils from privileged sociocultural backgrounds and those from a disadvantaged background when it comes to reading and writing is on the increase. Our research focuses on written teaching. We are trying to demonstrate how teaching practices that favour writing cultural integration through technical learning of reading and writing can help reducing inequalities. In order to explore the connection between cultural integration practices for writing in CP classes and learning to read, a longitudinal study was undertaken in two CP classes within a priority education zone. Our ecological and ethnographic approach is based on qualitative and quantitative data collected from interviews with pupils and teachers and from questionnaire filled in by parents. Our own data were compounded with results from #LireEcrireCP research coordinated by R.Goigoux (evaluations, questionnaires, “coded tasks” records, class videos). Results show on one hand that moderate cultural integration practices are not sufficient for pupils’ progress to reduce inequalities. On the other hand, that in order to be efficient, not only acculturation practices must be used regularly and routinely, but they must also be used in conjunction with teaching practices that encourage language interaction in order to make sense of what has been learned, and to consider writing in its entirety and not only in a school context. Finally, analysis of two examples of cultural integration (written assignment and various reading practices) in two other classes taking part in the study #LireEcrireCP shows that cultural integration practices can be successful, even in priority education. Our research therefore demonstrates that cultural integration practices, along with efficient teaching methods, can contribute to a reduction in academic inequalities.

[pt] O design do livro é uma arte invisível? Depende do leitor. Mas como este leitor é considerado pelos designers de livros? Esta questão é o ponto de partida deste estudo, que busca investigar como o designer pode participar do processo de formação de escritores e leitores, compreendendo a inserção do Design, enquanto campo de vocação interdisciplinar, em projetos em que há a predominância do hibridismo, da mescla de vozes e da mescla de identidades.Sabendo que os designers de livro servem a três clientes: autor, leitor e editor, é verificado que apenas autor e editor interferem diretamente no trabalho do designer, enquanto este profissional considera o leitor apenas por uma noção pré-concebida. Desta forma, questiona-se a ausência do leitor nos projetos de design do livro,ao mesmo tempo em que se propõe a noção de Design da Leitura.O estudo considera as teorias que tratam da recepção e mediação da leitura, como em Chartier, e utiliza-se de um exercício etnográfico sobre os encontros presenciais do Projeto de Escolarização dos Agentes de Saúde voltado para o agentes Guarani das aldeias de Itaxi, Araponga, Sapukai e Rio Pequeno, na região de Angra dos Reis e Paraty. A partir da observação das práticas da leitura do grupo Guarani são levantadas questões para pensar uma abordagem que contemple as características destes leitores. Portanto, ao reconhecer a importância do leitor e das mediações, o Design da Leitura contempla também o letramento, ao tentar contribuir tanto para a alfabetização como para a formação das práticas sociais de leitura e escrita. / [en] Is Book Design an invisible Art? How is the reader considered by book designers? These questions are the starting point for this study, which aims at investigating how can a designer contribute to the process of forming new writers and readers. Design is here approached as an interdisciplinary vocational area where hybrid projects occur; encompassing different voices and identities. We work on the assumption that book designers consider three kinds of clients - the author, reader and publisher - and that only author and publisher have traditionally interfered in the designer´s work more directly, while the reader exists more as a pre-conceived notion. By and large, the reader has been disregarded by book designers. We, then, try to propose what we call a Design for Reading or Reading Design. We consider theories that deal with reception and mediation in the reading process. We use theoretians like Roger Chartier and apply them to an Ethnographic exercise carried out at the Schooling Project with Guarani Health Agents in the Native Brazilian Villages of Itaxi, Araponga, Sapukai and Rio Pequeno in the Angra dos Reis and Paraty Regions. By observing the reading process by the Guarani Agents, we raise questions on how to encompass the specific profile of such a reader in the visual project, thereby recognizing the importance of the reader and mediation in the Reading Design. We also consider some aspects of literacy in order to contribute to new reading and writing. social processes.