The role of gender in the social construction of literacy is investigated in some detail. Gender construction is examined by observing and analysing the literacy interactions of six kindergarten children (three boys and three girls) at school and in the home. The analysis shows the ways in which the girls and boys differ in attaining literacy skills, and also reveals the different interactions between the children and their families. The ways literacy is perceived in the home are also noted. The children responded in a much more uniform way in the classroom than they did in their individual home situations. The findings are significant for educational practice because they provide insight into how implicit structuring by teachers can affect the extent of participation of boys and girls in the classroom. The results indicate how analysis in the emergent state of literacy development is critical for a thorough understanding of gender construction. Significant theoretical insights are gained through a methodology using both a microanalysis and a macroanalysis. / Doctor of Philosophy (PhD)

El propósito de esta investigación cualitativa es indagar, a través de un estudio descriptivo-interpretativo, la eventual incidencia de un Programa de Alfabetización Familiar en la inclusión de los niños en la cultura escrita al ingresar al primer año escolar. Para esto se evaluarán ciertas actitudes vinculadas con el tipo de contacto que establecen los hijos de algunos participantes con la cultura de los libros y los conocimientos construidos acerca del sistema de escritura y del lenguaje escrito, como así también el desarrollo de estrategias lectoras. Se parte del análisis del Programa de Alfabetización con la Familia “Cuenta Quien Cuenta”, iniciado en el año 2006 en Paysandú, Uruguay, destinado a padres, madres y otros referentes familiares de niños hasta 5 años de edad, pertenecientes a contextos de alta vulnerabilidad económica, social y cultural. El programa tiene una duración de cuatro meses, en los se desarrollan doce talleres. En estos espacios se leen cuentos, se comparten pistas sobre cómo promover la lectura frecuente y la conversación sobre libros y cuentos en el hogar, se compaginan libros y, sobre todo, se insiste en la revalorización del rol de los asistentes como primeros agentes alfabetizadores de sus hijos. Al finalizar el período de intervención, cada hogar cuenta con alrededor de dieciséis libros de cuentos como material de lectura. El relevamiento realizado sobre otros programas y experiencias de este tipo puso de manifiesto que, en general, están centrados en la descripción del seguimiento realizado y en la socialización de registros anecdóticos, no incluyendo publicaciones que den cuenta de la evaluación de sus efectos en cuanto a los conocimientos de los niños. Por esa razón, esta investigación procura aportar un conjunto de herramientas que permitan iniciar un camino tendiente a focalizar indicadores que permitan evaluar más específicamente los alcances de las acciones realizadas. / The purpose of this qualitative research is to investigate, by means of a descriptive-interpretive approach, the potential impact of a Family Literacy Program on the inclusion of children in the written culture when they enter the first grade of primary school. This Family Literacy Program assesses the knowledge built up by some participants’ children upon the writing system, as well as about their possibilities for storytelling and the form of contact they have established with books. It starts from the analysis of the program "Cuenta Quien Cuenta” (It Matters Who Tells the Story), launched in 2006 in Paysandú, Uruguay, which is directed to parents and other family members that act as significant role models for children under 5 years old living under highly vulnerable economic, social and cultural conditions. This program is compounded by twelve workshops where stories are read, clues about how to promote discussions on books and stories at home are given, and books are elaborated. These workshops emphasized on the revalorization of the role of the participants as primary agents the children’s literacy. At the end of the intervention period, each household has twelve story books as reading materials. This research attempts to appoint a systemic observation on children’s initial literacy, considering that participation in social practices of reading and writing is the inescapable way to forming readers and writers who could have access through these practices to the necessary metalinguistic reflecting levels. In the survey conducted on other programs and experiences of this type, generally they focus on the description of the monitoring and socialization of anecdotal records, not finding publications that account for the evaluation of their effects in terms of knowledge of the children. For that reason, this research seeks to provide a set of tools to start a path tending to focus indicators to assess more specifically the scope of the actions taken.

No description available.

No description available.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-22T11:44:05Z No. of bitstreams: 1 Renata Santana de Miranda Cardoso.pdf: 1215597 bytes, checksum: d59019501de0b1b4acd5f124cb809766 (MD5) / Made available in DSpace on 2018-11-22T11:44:05Z (GMT). No. of bitstreams: 1 Renata Santana de Miranda Cardoso.pdf: 1215597 bytes, checksum: d59019501de0b1b4acd5f124cb809766 (MD5) Previous issue date: 2018-09-24 / This work had as a research problem to unveil how the individual descriptive reports produced by the teachers of Early Childhood Education in the EMEI help in the pedagogical planning carried out by the teachers of the first year of an EMEF. The general objective of the research was to identify and analyze to what extent such descriptive reports from the EMEI subsidize the planning of the teachers of the 1st year of Elementary School in a municipal school in São Paulo. The reasoning was done in the light of Fernandes (2009), Hadji (1993; 2001), Perrenoud (2000; 2004), who deal with evaluation in the service of learning; Sacristán and Pérez Gómez (2010) and Candau (2013) on the curriculum; Kramer (2006), Kramer, Nunes and Corsino (2011) and Motta (2013) with contributions on the transition from Early Childhood Education to Elementary Education; Oliveira (2014) elucidating aspects of Early Childhood Education and Soares (2017) of Literacy. The research had a qualitative approach and had as objects of study and analysis the plans of the teachers of the first year classes of the Literacy Cycle and the descriptive reports that, instituted by the Municipality of São Paulo, through Normative Guideline Nº 01/2013, are issued to elementary schools. The content analysis based on Bardin (2012) was used for interpretation and inference of the data, after they were categorized. It was found that the evaluation has a direct impact on the actions of the teachers and that it is the driving force for decision making at any stage of teaching. After reading the Descriptive Reports, it was noticed the need to improve the records of Early Childhood Education, with clear observation criteria, so as to contemplate the learnings of the students, besides being in line with the assumptions of Normative Guideline Nº 01/2013 that guides the construction of evaluation in Early Childhood Education. The first year teachers' plans of the Literacy Cycle show little ownership of the Descriptive Reports developed by the EMEI and consequently, disregarding the transient processes experienced by the child. From these results, there is a need for formative proposals on the evaluation function in Early Childhood Education, as well as clarifying the intentionality of the pedagogical planning of the teacher of the Literacy Cycle based on the articulation between Descriptive Reports and Teaching Planning. Actions integrated between Early Childhood Education and Elementary Education constitute strategies for the development of appropriate proposals that can guarantee a seamless transition for the six-year-old child at the entrance of EMEF / O objetivo deste trabalho foi identificar e analisar em que medida os relatórios descritivos oriundos da EMEI subsidiam o planejamento dos professores do 1º ano do Ensino Fundamental de uma escola municipal de São Paulo. A fundamentação foi feita à luz de Fernandes (2009), Hadji (1993; 2001), Perrenoud (2000; 2004), que tratam da avaliação a serviço das aprendizagens; Sacristán e Pérez Gómez (2010) e Candau (2013) sobre o currículo; Kramer (2006), Kramer, Nunes e Corsino (2011) e Motta (2013) com aportes sobre a transição das Educação Infantil para o Ensino Fundamental; Oliveira (2014) elucidando aspectos da Educação Infantil e Soares (2017) da Alfabetização. A pesquisa de abordagem qualitativa teve como objeto de estudo e análise os planejamentos dos docentes das turmas de 1º ano do Ciclo de Alfabetização e os relatórios descritivos que, instituídos pela Prefeitura do Município de São Paulo, por meio da Orientação Normativa nº 01/2013, são emitidos para as escolas de Ensino Fundamental. A análise de conteúdo pautada em Bardin (2012) foi utilizada para interpretação e inferência dos dados, após os mesmos serem categorizados. Constatou-se que a avaliação tem um impacto direto nas/das ações dos docentes e que ela é propulsora de tomada de decisão. Nas ações porque deve subsidiar o planejamento docente. Das ações porque é reflexo do fazer pedagógico do professor. Após a leitura dos Relatórios Descritivos percebeu-se a necessidade de aprimorar os registros da Educação Infantil, com critérios claros de observação, de modo contemplar as aprendizagens dos alunos, além de estar em consonância com os pressupostos da Orientação Normativa nº 01/2013 que orienta a construção da avaliação na Educação Infantil. Os planejamentos dos professores do 1º ano do Ciclo de alfabetização evidenciam pouca apropriação dos Relatórios Descritivos desenvolvidos pela EMEI e consequentemente, desconsiderando os processos transitórios vividos pela criança. A partir destes resultados, levanta-se a necessidade de propostas formativas sobre a função da avaliação na Educação Infantil, bem como clarificar a intencionalidade do planejamento pedagógico do professor do Ciclo de Alfabetização tendo como base a articulação entre Relatórios Descritivos e Planejamento docente. Ações integradas entre Educação Infantil e Ensino Fundamental se constituem como estratégias para que sejam desenvolvidas propostas adequadas que poderão garantir uma transição sem rupturas para a criança de seis anos no ingresso da EMEF

Orientador: Helen de Castro Silva / Banca: Bernadete dos Santos Campello / Banca: Paulo Sérgio Teixeira do Prado / Resumo: Esta pesquisa apresenta a Competência em Informação e o seu desenvolvimento como parte dos processos educacionais voltados à formação reflexiva, crítica e autônoma. Articula-se com a Cultura Escolar, por meio da qual se evidenciam efeitos e causas que dificultam o planejamento de programas que desenvolvam a Competência em Informação. Como objetivo geral, buscou-se avaliar um programa de Competência em Informação, baseado na obra de Carol Kulhthau, (2004), desenvolvido pela biblioteca do Colégio Militar de Campo Grande - MS. Os objetivos específicos são: a) apresentar o desenvolvimento da Competência em Informação no contexto do Colégio; b) exteriorizar os resultados do programa tendo como base a obra de Carol Kuhlthau; c) certifica-se da validade do portifólio como procedimento metodológico para a avaliação da Competência em Informação; d) averiguar o possível desenvolvimento dos indivíduos da pesquisa no que diz respeito ao acesso, uso e produção de conhecimento. Métodos de avaliação são analisados com o intuito de identificar as melhores práticas e procedimentos que fundamentem o processo avaliativo da Competência em Informação. Utilizou-se a pesquisa-ação, tendo como ambiente de pesquisa o colégio citado, e como participantes da pesquisa 20 educandos dos 6º e 7º anos, dos quais oito ingressaram no colégio por meio de concurso público e doze são amparados por serem filhos de militares da ativa. Como instrumento de pesquisa, optou-se pelo questionário, objetivando-se a identificação do nível de Competência em Informação do grupo em análise, que, posteriormente, participou de um programa para o desenvolvimento de Competência em Informação. Como resultado do programa, portfólios foram estruturados no desencadear das atividades propostas ao grupo, por meio dos quais se avaliaram habilidades e atitudes inerentes à Competência... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The research presents the Information Literacy and its development as a part of the educational processes related to the reflexive, critical and autonomous formation. It is linked to the School Culture, through which becomes evident the causes and effects that make difficult the planning of programs which develop the Information Literacy. As main goal, we tried to evaluate an Information Literacy program based on Carol Kuhlthau's work, (2004),developed by the Military School of Campo Grande - MS. The specific objectives are: a) present the development of Information Literacy in the context of the College; b) externalizing the results of the program based on the work of Carol Kuhlthau; c) make sure the validity of the portfolio as a methodological procedure for the evaluation Information Literacy; d) assess the possible development of research subjects with respect access, use and production of knowledge. Evaluation methods are analyzed aiming at the identification of the best practices and procedures which support the evaluative process of the Information Literacy .The actionresearch was used , having as research environment the school above mentioned and as subject-matter of the research, 20 students from the sixth and seventh years from which,8 entered the school through a public selection process and 12 are supported for being children of military personnel on active duty. As a research tool, we decided to use a questionnaire aiming at the identification of the Information Literacy level of the group which was being analised, the group took part of a program to the Information Literacy development .As a result of the program, portfolios were structured during the development of the activities proposed to the group through which it was possible to evaluate the abilities and attitudes inherent to the Information Literacy. The portfolios were constituted by an applied questionnaire... (Complete abstract click electronic access below) / Mestre

M.Ed. / The need to redress the educational deficiencies of the workforce and adult population generally is enormous, especially in the poverty stricken rural areas of the country. While the government has committed itself to redressing adult illiteracy, there are other issues like the language policy which make the situation even more complex. Although the country has eleven official languages, all of which have been recognized and given equal status, it is generally accepted that English will remain an important language of wider communication and of international communication for South Africa. The aim of this study is to explore the teaching of literacy in English as a second language (ESL) in literacy programmes in a rural area of Mapulaneng, in the Mpumalanga Province. For this aim to be achieved, an interpretive design is applied, and qualitative data-collection methods are used, which include the analysis of written documents, observations and interviews. The major finding of this investigation is: The teaching of literacy in ESL is not successful in Mapulaneng, a rural area of the Mpumalanga Province. The main reasons for this are: • The teaching of English literacy is approached inappropriately. Adult learners are not literate in the first language commonly used at the centres - Northern Sotho. The main implications of the findings are: There is a need for the training of literacy teachers in this rural area of Mapulaneng. There is a need for some form of communication between the Department of Education and Culture and all the stakeholders involved in adult education. Although not replacing the other languages, English should remain as the main language of learning.

No description available.

Made available in DSpace on 2014-06-11T19:26:43Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-21Bitstream added on 2014-06-13T19:13:55Z : No. of bitstreams: 1 pereira_r_me_mar.pdf: 9029276 bytes, checksum: bd1919b791c220237c1f871f2fe33af3 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Estadual Paulista (UNESP) / Esta pesquisa apresenta a Competência em Informação e o seu desenvolvimento como parte dos processos educacionais voltados à formação reflexiva, crítica e autônoma. Articula-se com a Cultura Escolar, por meio da qual se evidenciam efeitos e causas que dificultam o planejamento de programas que desenvolvam a Competência em Informação. Como objetivo geral, buscou-se avaliar um programa de Competência em Informação, baseado na obra de Carol Kulhthau, (2004), desenvolvido pela biblioteca do Colégio Militar de Campo Grande - MS. Os objetivos específicos são: a) apresentar o desenvolvimento da Competência em Informação no contexto do Colégio; b) exteriorizar os resultados do programa tendo como base a obra de Carol Kuhlthau; c) certifica-se da validade do portifólio como procedimento metodológico para a avaliação da Competência em Informação; d) averiguar o possível desenvolvimento dos indivíduos da pesquisa no que diz respeito ao acesso, uso e produção de conhecimento. Métodos de avaliação são analisados com o intuito de identificar as melhores práticas e procedimentos que fundamentem o processo avaliativo da Competência em Informação. Utilizou-se a pesquisa-ação, tendo como ambiente de pesquisa o colégio citado, e como participantes da pesquisa 20 educandos dos 6º e 7º anos, dos quais oito ingressaram no colégio por meio de concurso público e doze são amparados por serem filhos de militares da ativa. Como instrumento de pesquisa, optou-se pelo questionário, objetivando-se a identificação do nível de Competência em Informação do grupo em análise, que, posteriormente, participou de um programa para o desenvolvimento de Competência em Informação. Como resultado do programa, portfólios foram estruturados no desencadear das atividades propostas ao grupo, por meio dos quais se avaliaram habilidades e atitudes inerentes à Competência... / The research presents the Information Literacy and its development as a part of the educational processes related to the reflexive, critical and autonomous formation. It is linked to the School Culture, through which becomes evident the causes and effects that make difficult the planning of programs which develop the Information Literacy. As main goal, we tried to evaluate an Information Literacy program based on Carol Kuhlthau´s work, (2004),developed by the Military School of Campo Grande – MS. The specific objectives are: a) present the development of Information Literacy in the context of the College; b) externalizing the results of the program based on the work of Carol Kuhlthau; c) make sure the validity of the portfolio as a methodological procedure for the evaluation Information Literacy; d) assess the possible development of research subjects with respect access, use and production of knowledge. Evaluation methods are analyzed aiming at the identification of the best practices and procedures which support the evaluative process of the Information Literacy .The actionresearch was used , having as research environment the school above mentioned and as subject-matter of the research, 20 students from the sixth and seventh years from which,8 entered the school through a public selection process and 12 are supported for being children of military personnel on active duty. As a research tool, we decided to use a questionnaire aiming at the identification of the Information Literacy level of the group which was being analised, the group took part of a program to the Information Literacy development .As a result of the program, portfolios were structured during the development of the activities proposed to the group through which it was possible to evaluate the abilities and attitudes inherent to the Information Literacy. The portfolios were constituted by an applied questionnaire... (Complete abstract click electronic access below)