Den här studien är en kunskapsöversikt där vi undersöker vadforskningen säger om vilka problem som kan uppstå kring införandetoch användandet av ”Att skriva sig till läsning” (ASL) med datornsom hjälpmedel. Vi ser det som ett problem att det finns många skoloroch pedagoger som tar sig an ASL utan att känna till vad forskningensäger om för- och nackdelar med metoden. Vårt syfte med dennastudie är därför att undersöka vilka återkommande brister somforskningen beskriver för att pedagoger ska kunna jobba förebyggandeoch undvika dem. Vi har systematiskt samlat in forskning med hjälpav sökord kring datorer, digital literacy och ASL och dokumenteratsökningarna i en tabell (bilaga 1). I vår studie har vi funnit att detfrämst finns positiv forskning kring ASL på dator, men vi har ävenfunnit en del dokumenterade problem som kan uppstå.Den här studien kan vara en kunskapsgrund till framtida empiriskforskning kring användandet av ASL med datorer som hjälpmedel.

The aim of this study is to investigate a number of class teachers' thoughts on the use of information and communications technology (ICT) in early literacy learning. The study has been conducted as a qualitative study, interviewing five teachers with the help of an interview guide. Three central questions were posed. What perception do the teachers have about the use of ICT in their tuition? What perception do the teachers have about the pupils' literacy learning in teaching with ICT tools? What perception do the teachets have about teaching and learning by means of ICT when it comes to pupils with reading and writing difficulties/dyslexia? The overall theoretical basis of the study is Vygotskij's sociocultural theory. In conclusion, the result of the study is as follows.Most class teachers feel that the training they have undergone in ICT education was adequate, but they also call for skill development.Most teachers believe that the use of ICT tools provide opportunities to adapt their teaching to pupils' knowledge level. The teachers' opinion is that ICT in teaching is useful for pupils' progress in early literacy learning.Most teachers also believe that ICT tools in teaching can be of some help for pupils with reading and writing difficulties/dyslexia.One obstacle in helping these pupils is lack of time.Therefore, the majority of the teachers hand these pupils over to special education outside the classroom.

To be able to read is fundamental in our society to cope with both everyday life and education. Simultaneously, it is many times our ability to perform that determines our value. (Taube, 1998, pp. 80-81) How do difficulties in a child’s early education of learning how to read and write, affect their self-image? The aim of this study is to investigate how teachers and special educators perceive reading and writing difficulties and self-esteem as phenomena and how they affect each other. Questions answered are What do teachers perceive as reading and writing difficulties? What thoughts do teachers have about the relationship between self-esteem and reading and writing difficulties? How do teachers believe a student’s self-esteem can be built up when the student is experiencing reading and writing difficulties? This is a qualitative study based on five semi-structured interviews with teachers and special education teachers in different elementary schools. Through the phenomenological approach, to describe how people perceive the chosen phenomena, and the socio-cultural perspective, where learning is seen as a social phenomenon, the interviews were analysed on the basis of three trials, reading and writing difficulties, self-esteem and self-image, as well as the role of the teachers and their support. The study concludes that individual based education, a good classroom climate and encouragement are perceived as important aspects for students with reading and writing difficulties and / or low self-esteem. / Att kunna läsa är grundläggande i vårt samhälle för att klara av både vardag och studier. Samtidigt är det många gånger vår förmåga att prestera som avgör vårt värde. (Taube, 1998, s.80-81) Vad händer då med elevens självbild när läs- och skrivinlärningen kantas av misslyckanden? Syftet med studien är att undersöka hur lärare och specialpedagoger uppfattar läs- och skrivsvårigheter och självförtroende som fenomen och hur dem inverkar på varandra. Frågor som besvaras är Vad uppfattar lärare som läs- och skrivsvårigheter? Vilka tankar har lärare kring relationen mellan självförtroende och läs- och skrivsvårigheter? Hur anser lärare att elevens självförtroende kan stärkas när eleven stöter på läs- och skrivsvårigheter? Detta är en kvalitativ studie baserad på fem semistrukturerade intervjuer med lärare och specialpedagoger i grundskolans lägre stadium. Genom den fenomenografiska ansatsen, för att beskriva hur människor uppfattar valda fenomen, och det sociokulturella perspektivet, där lärande ses som en social företeelse, analyserades intervjuerna utifrån tre treman, läs- och skrivsvårigheter, självförtroende och självbild samt lärarrollen och stöttning. Studien pekar på att individanpassad undervisning, ett gott klassrumsklimat och uppmuntran uppfattas som viktiga aspekter för elever med läs- och skrivsvårigheter och/eller lågt självförtroende.

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.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-15T13:25:24Z No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-16T17:52:34Z (GMT) No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) / Made available in DSpace on 2013-05-16T17:52:34Z (GMT). No. of bitstreams: 1 Tese Claudia Moreira.pdf: 2433230 bytes, checksum: 6409815ac6938e00cc2b511ed2808665 (MD5) Previous issue date: 2009 / Este trabalho tem como objetivo central investigar a influência da estrutura silábica sobre a aquisição da leitura por crianças e adultos que se encontram em fase de alfabetização escolar. Quatro variáveis relacionadas ao processamento silábico foram consideradas: a) o padrão silábico; b) a acentuação; c) a posição da sílaba na palavra; d) as estratégias de leitura. Os dados foram obtidos através de pesquisa de campo e experimental, desenvolvida ao longo do ano letivo de 2006, em duas escolas públicas da cidade de Salvador. Participaram da pesquisa ao todo 29 informantes, 17 crianças (G1) e 12 adultos (G2). Realizaram-se quatro sessões de leitura de palavras e pseudopalavras com cada sujeito, em encontros periódicos ao longo do ano. Os testes de leitura foram aplicados através de um aplicativo denominado APPTL − Aplicativo para Teste de Leitura, elaborado especialmente para essa tarefa. As leituras foram gravadas em áudio e vídeo. Os resultados mostraram que a estrutura silábica da palavra exerce uma influência significativa sobre o nível de acertos na leitura de palavras e sobre o tipo de estratégia utilizada pelos sujeitos. As palavras formadas pela sílaba CV obtiveram o maior índice de acertos, e, conseqüentemente, a maior ocorrência de estratégia proficiente durante sua leitura; numa posição intermediária, ficaram as palavras constituídas de sílabas CVC; e por fim, as palavras formadas por sílabas CCVC foram as que obtiveram menos acertos, e, em conseqüência, demandaram o uso das estratégias menos proficientes. Quanto à acentuação, as palavras paroxítonas foram lidas com maior número de acertos, seguidas das proparoxítonas e oxítonas. No que diz respeito à posição da sílaba na palavra, as sílabas complexas foram processadas com mais acertos quando se encontravam na posição inicial, seguida da posição interna e final. Os resultados apresentados pelas crianças (G1) foram semelhantes aos ocorridos com os adultos (G2), o que permite concluir que crianças e adultos têm um comportamento similar no que tange ao processamento da sílaba na fase inicial de aquisição da leitura. Tais achados implicam que sejam revistos os métodos de alfabetização oferecidos a crianças e adultos, no sentido de promover um tratamento mais sistemático da sílaba na escola, o que implica uma abordagem que leve mais em consideração a relação entre leitura e oralidade. / Salvador

Submitted by Camila Bahia (camilabagoes@gmail.com) on 2015-09-23T01:33:55Z No. of bitstreams: 1 Dissertação Camila_Versão final.pdf: 1077794 bytes, checksum: 8b2f91694083a4024e25a0d5780dc665 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-10-26T16:08:04Z (GMT) No. of bitstreams: 1 Dissertação Camila_Versão final.pdf: 1077794 bytes, checksum: 8b2f91694083a4024e25a0d5780dc665 (MD5) / Made available in DSpace on 2015-10-26T16:08:04Z (GMT). No. of bitstreams: 1 Dissertação Camila_Versão final.pdf: 1077794 bytes, checksum: 8b2f91694083a4024e25a0d5780dc665 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Capes / A escola é o espaço responsável por desenvolver um trabalho sistemático e processual para a garantia das competências de leitura e escrita necessárias para a inserção da sociedade grafocêntrica. Por isso, é no ambiente escolar e, portanto, no processo de alfabetização e leiturização que se observa o aparecimento de transtornos específicos da aprendizagem, a exemplo da dislexia, transtorno ligado estritamente à dificuldade no desenvolvimento da leitura e consequentemente, da escrita. Realizada mediante pesquisa qualitativa, através de um estudo exploratório, esta investigação objetivou analisar os sentidos que professoras do ensino fundamental I atribuem as práticas pedagógicas de leitura e escrita desenvolvidas com estudantes diagnosticados com dislexia. Para atingir tal objetivo, o processo de coleta de dados se deu através de entrevistas realizadas com 10 professoras que atendem o critério de já terem atuado com estudantes com o diagnóstico de dislexia na sala de aula. O embasamento teórico que subsidiou a análise dos dados levantados fundamentou-se em autores como Díaz (2011); Dockrell (2000); Farrell (2008); Garcia (1998); Fonseca (1995); Seabra e Capovilla (2011), dentre outros. Os resultados demonstraram que as professoras, em sua maioria, apresentam experiências significativas na utilização de estratégias de ensino para o desenvolvimento das práticas de leitura e escrita com estudantes com o diagnóstico de dislexia, tais como: leitura de textos curtos; cruzadinhas; textos lacunados; trabalhos com rimas; caça palavras; dentre outras, analisando-as como exitosas. Considera-se que as proposições encontradas não se constituem como práticas únicas, porém entende-se a importância deste estudo para a área da educação, pois coloca o professor no lugar de sujeito ativo no ensino das competências de ler e escrever dos estudantes com dislexia. / ABSTRACT The school is the area responsible for developing a systematic and procedural work to guarantee the reading and writing skills necessary for entering the grafocêntrica society. So it is in the school environment and therefore in the process of literacy and leiturização that we observe the appearance of specific learning disorders, like dyslexia, disorder linked strictly to the difficulty in the development of reading and hence writing. Conducted by qualitative research through an exploratory study, this research aimed to analyze the meanings that teachers of elementary school I attribute the pedagogical practices of reading and writing developed with students diagnosed with dyslexia. To achieve this goal, the data collection process occurred through interviews with 10 teachers who meet the criteria of having already worked with students diagnosed with dyslexia in the classroom. The theoretical framework that supported the analysis of the data was based on authors like Díaz (2011); Dockrell (2000); Farrell (2008); Garcia (1998); Fonseca (1995); Seabra and Capovilla (2011), among others. The results showed that the teachers, mostly have significant experience in the use of teaching strategies for the development of reading and writing practices with students diagnosed with dyslexia, such as reading short texts; crosswords; lacunados texts; work with rhymes; hunting words; among others, analyzing them as successful. It is considered that the proposals are not found as the only practical, but understands the importance of this study for the area of education because it puts the teacher in the active subject of place in the teaching of reading and writing skills of students with dyslexia.

This study critically explores the perceptions of students on the implementation of the English as a medium of instruction (EMI) policy at a public higher education institution in Oman and its effect on the quality of their learning experiences and academic performance. Although the Gulf has recently witnessed an increase in research on EMI, such research is rather scarce in Oman in particular from a critical approach. Through the focus on students’ perspectives, the study gives a voice to otherwise voiceless students whose insights have been largely ignored by language policy planners. For the study, a critical exploratory methodology was adopted where in-depth qualitative data were collected through a two-phase sequential mixed methods approach that consisted of a questionnaire distributed among 328 students studying in seven different faculties, 14 classroom observations and 14 students’ interviews. The findings suggest that the majority of participants either supported or accepted the EMI policy for pragmatic reasons based on the utilitarian function of English as a lingua franca in Oman and its requirement for future jobs. However, the participants acknowledged that they faced great difficulties in their study which was mainly caused by their insufficient language competence. It was also acknowledged that Arabic as a medium of instruction (AMI) would lead to a more comprehensive understanding of the subject matter and would most probably lead to better academic performance. Few participants found that the endorsement of EMI negatively influenced their ability to use Modern Standard Arabic (MSA) and marginalised the role of Arabic in their society. Overall, the implementation of EMI had a disempowering effect on students with low English language proficiency and had a negative psychological impact on them. Based on the findings, the EMI policy has been contested since it does not provide students with equal opportunities to study at tertiary level. In addition, the quality of education has been compromised in response to assumed market forces. Also, a strict EMI policy does not allow students to enhance their Arabic competence which is relevant for future employment. The pedagogic competence of teachers has also been questioned and gaps in the support system for students with language deficiencies have been identified. The study makes several recommendations that are expected to improve the learning conditions of students studying at tertiary level through EMI. The recommendations include the enhancement of English language teaching (ELT) in schools to better prepare students for their academic study in English. In addition, AMI courses should be offered in all faculties due to its support in gaining profound comprehension of the subject matter and its relevance for students’ future jobs. Teachers should be given the opportunity to develop their pedagogic competence that would allow them to use a student-centred approach in teaching through EMI or AMI. Finally, the college should increase students’ support in their study especially in EMI through creating support centres where they could resort to in case they face any difficulties in their study.

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Essa tese estuda o currículo nos registros escritos e nas entrevistas realizadas com quatro professoras de uma escola pública do Município do Rio de Janeiro. Apoiando-se nos Estudos Culturais, a linguagem, nesse trabalho, tem um papel central e é pensada no fluxo contínuo da história e da cultura e o currículo é estudado como gênero do discurso, na perspectiva dos estudos de Mikhail Bakhtin. Nesse sentido, a forma e o conteúdo do material estudado não se apresentam dissociados, mas se relacionam com o contexto social, histórico e cultural onde foram produzidos. Trago, também, como contribuição para as análises, formulações teóricas de Michel Foucault no tocante às práticas disciplinares e também às discursivas e aos poderes que as permeiam. Nos registros estudados, embora haja marcas estilísticas pessoais, se observados sob um olhar mais amplo, há também pontos de encontro uma vez que todos se referem ao mesmo gênero, o currículo. Em todos são abordados temas relacionados ao currículo que se concretiza nas atividades pedagógicas de uma escola. Estes foram condensados em categorias como: os saberes comuns da escola/ conhecimento escolar; disciplina/ indisciplina; desenvolvimento ortográfico; aulas de matemática; planejamento curricular/ avaliação. No estudo realizado, pôde-se constatar que os sujeitos da investigação deixaram transparecer os momentos em que ocorreram mudanças e transformações no próprio pensamento. Seus registros se apresentaram algumas vezes descritivos, mas principalmente reflexivos, trazendo interpretações, impressões em relação aos assuntos abordados e manifestaram as angústias, aflições e conflitos no desenvolvimento do processo ensino- aprendizagem, evidenciando, em alguns momentos, contradições inerentes ao processo de desenvolvimento pessoal. Enfim, ressalto que essa pesquisa, ao realizar um estudo sobre o currículo, não pretendeu estabelecer generalizações em relação às situações observadas, o que não impediu, no entanto, que se fizessem algumas inferências e, por isso, espero que o trabalho realizado contribua para a retomada, na Escola que foi locus da investigação, das discussões sobre currículo, auxilie na reflexão sobre a prática pedagógica e também indique possíveis caminhos para as políticas públicas não só curriculares como de formação continuada de professores, campos que vejo como complementares. / This research studies the curriculum in written records and in interviews held with four teachers from a public school in Rio de Janeiro municipality. Based on Cultural Studies, language plays a central role in the study and is considered in the continuous flow of history and culture and the curriculum is studied as a genre of the discourse, in the perspective of Mikhail Bakhtins studies. The form and contents of the material studied are not dissociated, but are related to the social, historical and cultural context where they were produced. I am also bringing, as a contribution to the analyses, Michel Foucaults theoretical formulations regarding disciplinary and well as discursive practices and the powers that permeate them. In the records examined, although there are signs of personal styles, if seen from a wider viewpoint, there are also meeting points because all of them refer to the same genre, i.e. the curriculum. In all of them topics related to the curriculum are discussed, materialized in the pedagogic activities of a school. These have been condensed into categories such as: the common knowledges of the school/scholastic knowledge; discipline/lack of discipline; orthographic development; mathematics classes; curricular planning/evaluation. In the research, it was found that the subjects being investigated revealed moments when changes and transformations took place in their own thinking. Their accounts are sometimes descriptive, but principally reflective, offering interpretations, impressions about matters discussed and revealed the distress, afflictions and conflicts in the development of the teaching-learning process, evidencing, at some moments, contradictions inherent to the process of personal development. I must emphasize that this research, when examining the curriculum, did not seek to establish generalizations about the situations observed, which did not prevent, however, some inferences being made. I hope, therefore, that the work done will contribute toward resuming, in the School where the investigation was made, discussions on the curriculum, will help in reflecting on pedagogic practice and also indicate possible directions for public policies, not only curricular but also the continued training of teachers, which I see as complementary fields.

This Master's thesis is included in the search line Training, Knowledge and Development Graduate Program Professional, Master of Education, Federal University of Santa Maria (UFSM). We have as a general objective of this research to understand the conceptions of academics of the Faculty of Education of UFSM, night and day on reading and children's writing and how these permeate the practices in supervised training. The starting point of the theoretical assumptions that include studies of Nóvoa (2009), Imbernon (2009, 2011) and Vaillant and Marcelo Garcia (1999, 2012), pepper and Lima (2011), Pepper (2010), Smith (1987, 2011a a, b, c, 2012, 2013), and Smith Teberosky (1999), Teberosky (1987), Mitchell (2004, 2005), Mortatti (2004, 2006) among others. The research was carried out from a qualitative approach, socio-cultural nature based on the studies of Minayo (1992, 2009), Freitas (2002), Bolzan (2002), Connelly and Clandinin (1995), Vygotsky (2007). To collect data, we conduct narrative interviews with six academic enrolled in Supervised Internship disciplines of the Pedagogy course, day and night, UFSM, as well as analysis of reports, articles and planning for the stage. The analysis was conducted from recurrences narratives indicated that the two categories of analysis: teacher learning and training processes. Thus, it was possible to recognize the trajectories of students in initial training, identifying the conceptions of learning to be a teacher and the relationship between the experienced situations and theoretical constructs about reading and writing. Thus, we understand that initial training needs to be organized in order to promote training experiences focused on areas of professional activity; no need to make mechanisms that foster awareness of the autoformativa dimension; the teaching learning is characterized by contradictions that allow students to advance in the construction of knowledge; extracurricular formative experiences stood out because they were designed as an opportunity to meet the possible professional performance context and to promote the relationship between theory and practice; the practice on their empties, it is necessary for reflection on practice and practice is incorporated into the teaching routine; and finally, it noted that the conceptions about the construction of reading and children's writing, academic study participants are being prepared. Therefore, we understand that learning to be a teacher in initial training has its basis in the formative processes will constitute the structure of the relations that the academic setting will during its journey and experiences in different spaces. Thus, the views of academics on the reading and writing will be built from a set of life experiences along the formative path. / Esta dissertação de Mestrado se insere na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação, Mestrado em Educação da Universidade Federal de Santa Maria (UFSM). Temos como objetivo geral desta pesquisa compreender as concepções dos acadêmicos do curso de Pedagogia da UFSM, noturno e diurno, sobre a leitura e a escrita infantil e como essas permeiam as práticas no estágio supervisionado. Para tanto, partimos dos pressupostos teóricos que contemplam estudos de Nóvoa (2009), Imbernón (2009, 2011) e Vaillant e Marcelo Garcia (1999, 2012), Pimenta e Lima (2011), Pimenta (2010), Ferreiro (1987, 2011a, b, c, 2012, 2013), Ferreiro e Teberosky (1999), Teberosky (1987), Morais (2004, 2005), Mortatti (2004, 2006) entre outros. A investigação foi realizada a partir de uma abordagem qualitativa, de cunho sociocultural baseando-nos nos estudos de Minayo (1992, 2009), Freitas (2002), Bolzan (2002), Conelly e Clandinin (1995), Vygotski (2007). Para a coleta de dados, realizamos entrevistas narrativas com seis acadêmicas matriculadas nas disciplinas de Estágio Supervisionado do curso de Pedagogia, diurno e noturno, da UFSM, assim como a análise de relatórios, artigos e planejamentos referentes ao estágio. A análise foi realizada a partir de recorrências narrativas que nos indicaram a duas categorias de análise: aprendizagem docente e processos formativos. Deste modo, foi possível reconhecermos as trajetórias das estudantes em formação inicial, identificando as concepções sobre o aprender a ser professor e as relações entre as situações vividas e as construções teóricas sobre a leitura e a escrita. Assim, compreendemos que a formação inicial precisa estar organizada de maneira a promover vivências formativas voltadas a áreas de atuação profissional; há necessidade de efetuar mecanismos que favoreçam a tomada de consciência sobre a dimensão autoformativa; a aprendizagem docente caracteriza-se por contradições que permitem ao estudante avançar na construção do conhecimento; as vivências formativas extracurriculares sobressaíram-se, pois foram concebidas como oportunidade de conhecer o contexto de possível atuação profissional e favorecer a relação entre a teoria e a prática; a prática por si se esvazia, é necessário que a reflexão sobre a prática e na pratica seja incorporada no cotidiano pedagógico; e, por fim, evidenciamos que as concepções sobre a construção da leitura e da escrita infantil, das acadêmicas participantes deste estudo, estão em processo de elaboração. Portanto, entendemos que a aprendizagem de ser professor na formação inicial tem sua base nos processos formativos vão se constituindo na tessitura das relações que o acadêmico vai estabelecendo durante o seu percurso e as vivências em diferentes espaços. Assim, as concepções dos acadêmicos sobre a leitura e a escrita vão se construindo a partir de um conjunto de experiências vivenciadas ao longo da trajetória formativa.

Made available in DSpace on 2014-06-11T19:25:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-09-12Bitstream added on 2014-06-13T20:13:57Z : No. of bitstreams: 1 marendaz_sa_me_assis.pdf: 433646 bytes, checksum: 5671b3cfd9508fe1574b7a72bba8f256 (MD5) / Este trabalho, de base teórica, faz algumas reflexões acerca da leitura e suas implicações no cotidiano escolar; levanta questões de analfabetismo funcional, letramento, papel da escola formadora, metodologia avaliativa contínua e sistemática no ensino. A partir de pesquisa bibliográfica, analisa dados sobre leitura principalmente nas séries iniciais da escola pública e procura revelar como ocorre o processo de alfabetização, como se dá a interação aluno-leitura-escrita. Considera, ainda, as condições econômicas e culturais de estudantes, em sua maioria de escolas públicas, e qual a relação destas condições, como conseqüência, com a falta de gosto pela leitura e com a falta de leitores proficientes, fatores que muitas vezes dificultam a chegada à Universidade. As concepções apresentadas estão todas centradas numa prática social, interacionista, permitindo, assim, um diálogo com o texto e assumindo uma posição crítica e ativa diante de fatos cotidianos, circunstância que poderá causar mudança de comportamento do leitor, uma vez que a leitura é condicionadora de comportamentos e também responsável pela produção de sentido. A proposta é afirmar que leitura não significa mera decodificação do código lingüístico; possui um papel de grande relevância na formação do indivíduo e deverá fazer parte de sua vida, prepará-lo para interagir com o mundo, para posicionar-se criticamente diante da própria realidade. Parte dessa tarefa árdua cabe ao professor de Língua Portuguesa. / This work makes some reflections about reading and its implications in scholar quotidian, talks about reading in a very wide-ranging aspect, rises questions of functional illiteracy, letramento, role of forming school, systematical and continuous evaluating methodology in teaching. Done specially with basis in bibliographic research, characterizing it as theoretic this paper, analyzes information about reading in Grade School from Public School and tries to demonstrate how the teaching reading-writing process occurs, how the interaction writing and reading-student happens and the way that reading and writing are in the student's mind. Yet, it considers the Brazilian students' cultural and economic conditions, mainly from High School, most of them from Public School, having as social consequence the lack of liking for reading, lack of proficient readers, that many times don't get entering the university. The conceptions presented are all centered in a social practice, interactive, permitting this way a dialog with the text, assuming a critic and active position front of the quotidian facts , what can cause change of behavior of the reader, once the reading is conditioning of behavior and also responsible for the production of sense. The work tries to assert that reading doesn't mean mere decoding of linguistic code, it owns a role of great relevance in the forming of person and should make part of his/ her life, prepare him/ her to interact with the world, to position critically front of own reality. Part of this hard work is up to the teacher of Portuguese Language.