ROCHA, Flávia Cavalcante. O texto autobiográfico na sala de aula: uma proposta de ensino da produção escrita para alunos do 9° ano. 2016. 219f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-Graduação em Letras, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-02-14T11:32:04Z No. of bitstreams: 1 2016_dis_fcrocha.pdf: 8341770 bytes, checksum: f0ab8ae12e0c18845852c082f980feec (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-03-03T13:24:53Z (GMT) No. of bitstreams: 1 2016_dis_fcrocha.pdf: 8341770 bytes, checksum: f0ab8ae12e0c18845852c082f980feec (MD5) / Made available in DSpace on 2017-03-03T13:24:53Z (GMT). No. of bitstreams: 1 2016_dis_fcrocha.pdf: 8341770 bytes, checksum: f0ab8ae12e0c18845852c082f980feec (MD5) Previous issue date: 2016 / Reading and writing are two essential learnings in a knowledge-based society, and a citizen who does not master these two competencies sees his academic success and his possibilities for social inclusion compromised. This work aims to contribute to the teaching and learning of written production by students of the 9th grade of Elementary School of a public school in Fortaleza-CE through the production of autobiographical texts. Based on the proposal of Dolz, Noverraz and Schneuwly (2004), a didactic sequence is conceived as a methodological resource to verify students' performance in written texts as well as to prove the efficiency of such a procedure as a proposal for teaching textual production. In order to develop students' competence in the texts’ production, especially the written ones, the guidelines of the National Curriculum Parameters of the Portuguese Language, which guide the work with textual genres in the classroom and certify that it is necessary to contemplate the diversity of texts and genres, not only because of their social relevance, but also because texts belonging to different genres are organized in different ways, are also followed. In this perspective, we work on writing in the procedural approach according to Vieira (2005), aiming to value the students' identity and to emphasize their importance as participatory and critical individuals in the society where they live. The analysis of the data makes it possible to verify significant progress in the texts produced after the application of the didactic sequence and proves the effectiveness of this procedure as a proposal for intervention for the teaching of text production in the 9th year of Elementary School. It also allows teachers great satisfaction in verifying students' development, as well as providing these students with a visible sense of well-being in the face of the progress achieved in their textual productions. In summary, this work proposes to invest in the improvement of the reading and writing practices of Elementary School students and can be constituted as an applying pedagogical initiative to the Ideological Model of Reading and writing skills advocated by Street (2014). / Ler e escrever são duas aprendizagens essenciais numa sociedade baseada no conhecimento, e um cidadão que não tenha o domínio dessas duas competências vê comprometido seu sucesso escolar e suas possibilidades de inclusão social. Este trabalho objetiva, então, contribuir com o ensino e a aprendizagem da produção escrita de alunos do 9º ano do Ensino Fundamental de uma escola pública municipal de Fortaleza-CE, por meio da produção de textos autobiográficos. É concebida uma sequência didática, baseada na proposta de Dolz, Noverraz e Schneuwly (2004), como recurso metodológico para verificar o desempenho dos alunos nos textos escritos assim como para comprovar a eficiência de tal procedimento como proposta de ensino da produção textual. Para desenvolver a competência dos alunos na produção de textos, sobretudo os escritos, seguem-se, ainda, as orientações dos Parâmetros Curriculares Nacionais de Língua Portuguesa, que norteiam o trabalho com gêneros textuais em sala de aula e certificam que é necessário contemplar a diversidade de textos e gêneros, não apenas por sua relevância social, mas também porque textos pertencentes a diferentes gêneros são organizados de diferentes formas. Nessa perspectiva, trabalhase a produção escrita na abordagem processual segundo Vieira (2005), intencionando valorizar a identidade dos alunos e ressaltar a sua importância como indivíduos participativos e críticos na sociedade em que vivem. A análise dos dados possibilita a constatação de progressos significativos nos textos produzidos após a aplicação da sequência didática e comprova a eficácia de tal procedimento como proposta de intervenção para o ensino da produção de textos no 9° ano do Ensino Fundamental. Permite, ainda, aos professores uma grande satisfação em constatar o desenvolvimento dos alunos, além de também proporcionar a esses estudantes uma visível sensação de bem-estar diante do progresso alcançado nas suas produções textuais. Em síntese, este trabalho se propõe a investir na melhoria das práticas de leitura e escrita dos alunos do Ensino Fundamental II e pode ser constituído como uma iniciativa pedagógica de aplicação do Modelo Ideológico de Letramento preconizado por Street (2014).

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / Ler e escrever sÃo duas aprendizagens essenciais numa sociedade baseada no conhecimento, e um cidadÃo que nÃo tenha o domÃnio dessas duas competÃncias và comprometido seu sucesso escolar e suas possibilidades de inclusÃo social. Este trabalho objetiva, entÃo, contribuir com o ensino e a aprendizagem da produÃÃo escrita de alunos do 9 ano do Ensino Fundamental de uma escola pÃblica municipal de Fortaleza-CE, por meio da produÃÃo de textos autobiogrÃficos. à concebida uma sequÃncia didÃtica, baseada na proposta de Dolz, Noverraz e Schneuwly (2004), como recurso metodolÃgico para verificar o desempenho dos alunos nos textos escritos assim como para comprovar a eficiÃncia de tal procedimento como proposta de ensino da produÃÃo textual. Para desenvolver a competÃncia dos alunos na produÃÃo de textos, sobretudo os escritos, seguem-se, ainda, as orientaÃÃes dos ParÃmetros Curriculares Nacionais de LÃngua Portuguesa, que norteiam o trabalho com gÃneros textuais em sala de aula e certificam que à necessÃrio contemplar a diversidade de textos e gÃneros, nÃo apenas por sua relevÃncia social, mas tambÃm porque textos pertencentes a diferentes gÃneros sÃo organizados de diferentes formas. Nessa perspectiva, trabalha-se a produÃÃo escrita na abordagem processual segundo Vieira (2005), intencionando valorizar a identidade dos alunos e ressaltar a sua importÃncia como indivÃduos participativos e crÃticos na sociedade em que vivem. A anÃlise dos dados possibilita a constataÃÃo de progressos significativos nos textos produzidos apÃs a aplicaÃÃo da sequÃncia didÃtica e comprova a eficÃcia de tal procedimento como proposta de intervenÃÃo para o ensino da produÃÃo de textos no 9 ano do Ensino Fundamental. Permite, ainda, aos professores uma grande satisfaÃÃo em constatar o desenvolvimento dos alunos, alÃm de tambÃm proporcionar a esses estudantes uma visÃvel sensaÃÃo de bem-estar diante do progresso alcanÃado nas suas produÃÃes textuais. Em sÃntese, este trabalho se propÃe a investir na melhoria das prÃticas de leitura e escrita dos alunos do Ensino Fundamental II e pode ser constituÃdo como uma iniciativa pedagÃgica de aplicaÃÃo do Modelo IdeolÃgico de Letramento preconizado por Street (2014).

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Dans une perspective de psychologie développementale appliquée à l’objet Écrit, la recherche présentée dans cette thèse s’articule autour de deux grands temps et notions : l’évaluation des compétences à l’Écrit d’une part et la remédiation des difficultés sur l’Écrit d’autre part. Le concept d’appropriation de l’Écrit développé par Besse constitue la base de ce travail et permet de faire le lien entre ces deux dimensions, en prenant en compte le rapport à l’Écrit dans sa globalité (aspects cognitifs, sociaux ou plus personnels). Dans un premier temps, les compétences et représentations de l’Écrit de 159 enfants scolarisés à l’école élémentaire sont mises en évidence à l’aide des outils DMA-Enfants (rencontres individuelles autour d’activités sur le lire-écrire-parler). Les analyses et observations alors conduites ont permis de suivre le développement des compétences en lecture-écriture et le cheminement sur l’Écrit des enfants du CP au CM2. Différents profils sur l’Écrit ont également été identifiés, venant notamment souligner les particularités des enfants en difficulté sur l’Écrit. Dans un second temps, 21 enfants de CM2 ont participé pendant trois mois à des ateliers de remédiation sur l’Écrit autour du Journal Scolaire, visant à les accompagner vers une autre réflexion et appropriation de l’Écrit. Les résultats obtenus sont encourageants et témoignent d’une certaine influence de la remédiation sur les représentations et les comportements face à l’Écrit des enfants concernés. / This doctoral research on the Written language takes place in the field of developmental psychology. It can be focused on two main concepts and two main steps: reading and writing skills assessment on one hand, remediation of difficulties on the other hand. The reading and writing appropriation concept developed by Besse is used to link assessment and remediation and the Written language in all its dimensions (cognitive, social and more personal aspects) is taken into account. Based upon the use of the DMA method, 159 children from 1st to 5th grade were first met individually and activities relating to reading, writing and oral skills were proposed to highlight their Written language skills and representations. We were able to monitor the progress and we could analyze the development of reading and writing skills throughout elementary school. Different profiles of reading and writing skills were also identified, especially to differentiate children having problems with Written language.In a second step, remediation workshops were set up for three months with 21 5th grade children. The purpose was writing articles for the school newspaper in order to support children to another thought and appropriation of the Written language. The results are encouraging : they show some influence of remediation on representations and behaviors about reading and writing.

De finmotoriska förmågorna är oerhört viktiga vad det gäller den mänskliga läs- och skrivförmågan, då handen behöver vara tränad för att göra små rörelser och ögonen ska kunna följa dessa rörelser. Barn som har svårigheter med de finmotoriska förmågorna blir beroende av andra, då de kan få svårt att klara av vardagliga bestyr så som att klä på sig själva och använda bestick. Något som försvårar arbetet med de finmotoriska förmågorna utomhus är att barn använder vantar stora delar av året och att tillgång till materiel som utmanar handrörelser plockas fram mer sällan under vinterhalvåret på grund av kylan. Detta gör att barn inom I ur och skur-förskolor som oftast är ute får mindre träning av de finmotoriska förmågorna under kalla årstider. Vi har jämfört I ur och skur-förskolor med förskolor utan den inriktningen, vad det gäller arbetet med de finmotoriska förmågorna. För att få svar på vår frågeställning använde vi oss av telefonintervjuer till fyra I ur och skur-förskolor och fyra förskolor utan den inriktningen. I intervjuerna frågade vi om vilken materiel som fanns tillgänglig för barnen, hur de arbetar med de finmotoriska förmågorna i planerade aktiviteter samt hur ofta de hade planerade aktiviteter. Genom de här frågorna fick vi fram svar på hur medvetet de olika förskolorna arbetar med de finmotoriska förmågorna. Det visade sig att det inte skiljde sig något mellan de olika typerna av förskolor, något vi inte håller med om efter egna erfarenheter. Största delen av de olika förskolorna ansåg att de finmotoriska förmågorna tränas automatiskt i den fria leken och vardagen, något som tidigare studier säger emot då barn ofta väljer bort den typen av aktivitet vid fri lek. Våra intervjuer visar endast på vad pedagogerna anser och inte på vad som faktiskt sker, därför hade en observationsstudie varit bra att komplettera med. / The fine motor ability is extremely important when it comes to reading and writing skills, since the hand needs to be trained to do small movements and the eyes needs to be able to follow these movements. Children who have difficulties with the fine motor ability become dependence of others, since they have problems clothing themselves and using cutlery. The development of the fine motor ability becomes difficult when the children use mittens outdoors since they are in the way and material that challenges the fine motor skills isn´t as available during the cold seasons. This doesn´t allow children at I ur och skur preschools, which are all-time outdoor preschools, the same training of fine motor ability during cold seasons. The aim of this study is to compare I ur och skur preschools with preschools without that direction, regarding the development of fine motor ability. To answer our questions we used telephone interviews to four I ur och skur preschools and four preschools without that direction. In the interviews we asked about what material was available for the children, how they trained the fine motor ability in planned activities and how often they had planned activities. By means of these questions we got answers that showed how deliberately the different preschools worked with the fine motor ability. The study showed that there was not any difference between the preschools, something we do not agree on based on own experiences. Most preschools claimed that the fine motor ability automatically trained in free play and everyday experiences. Our interviews only showed what the preschool teachers claim and not what really happens in the preschool, thus an observation study would have been a good complement, considering this.

Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-09-12T18:20:40Z No. of bitstreams: 1 TeseGARA.pdf: 2497536 bytes, checksum: 06cb7ef166a14c1995580e6cae8fac14 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:14:38Z (GMT) No. of bitstreams: 1 TeseGARA.pdf: 2497536 bytes, checksum: 06cb7ef166a14c1995580e6cae8fac14 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:15:37Z (GMT) No. of bitstreams: 1 TeseGARA.pdf: 2497536 bytes, checksum: 06cb7ef166a14c1995580e6cae8fac14 (MD5) / Made available in DSpace on 2016-09-15T13:15:48Z (GMT). No. of bitstreams: 1 TeseGARA.pdf: 2497536 bytes, checksum: 06cb7ef166a14c1995580e6cae8fac14 (MD5) Previous issue date: 2015-09-30 / Não recebi financiamento / Este estudo objetivou analisar os sentidos e significados que adultos com deficiência intelectual (DI), entre os quais é grande a desvantagem no que diz respeito à aquisição da língua escrita, atribuem à alfabetização e letramento. No âmbito teórico-metodológico, fundamentou-se nos pressupostos histórico-culturais. Trata-se de pesquisa qualitativa do tipo estudo de caso múltiplo e os instrumentos adotados foram análise documental, entrevista semiestruturada e aplicação de um protocolo de avaliação em leitura e escrita. Os sujeitos foram cinco adultos com deficiência intelectual com idades variando de 36 a 46 anos, os quais já haviam participado de uma pesquisa com intervenção em leitura e escrita. A análise dos dados foi realizada por meio de levantamento de núcleos de significação organizados da seguinte forma: sentido e significado atribuído à leitura e à escrita; bens culturais e materiais relacionados ao desenvolvimento do deficiente intelectual e lugar social de leitor/escritor ocupado pelos sujeitos da pesquisa. Os dados revelaram que os sujeitos conhecem materiais escritos, os quais perpassam por diferentes instrumentos técnicos semióticos – cadernos, livros, jornais, celulares, computadores –, mas nem todos acessam esses materiais da mesma forma. Constatou-se que alguns avançaram nos aspectos referentes à língua escrita e outros não e que os sentidos e significados atribuídos à leitura e à escrita reverberam o modo como ocorre a alfabetização, em que o significado estabilizado resultante de práticas pedagógicas de leitura e escrita geralmente não tem ligação com o contexto social. Esses dados se correlacionam com a forma como as instituições vêm disponibilizando esses conhecimentos, destacando-se o distanciamento entre a leitura e a escrita trabalhadas dentro da escola e as vivenciadas em outras instâncias. Observa-se ainda que a limitação do uso da linguagem e da escrita também está associada à existência ou à ausência de oportunidades de evocação dos próprios conhecimentos e às condições materiais e culturais em que os discursos são produzidos. Para os sujeitos que desempenham atividades laborais, a leitura e a escrita estão ligadas aos aspectos de funcionalidade, de possibilidade de adquirir autonomia, de pertencimento, de melhorar a autoestima. Para os que apenas frequentam instituições escolares, a leitura e a escrita representam atividades repetitivas e sem funcionalidade. Estas primeiras reflexões indicam a necessidade de realização de mais pesquisas sobre as práticas comunicativas de adultos com DI e as zonas de sentido que se fazem presentes no processo de alfabetização e letramento, pois o significado é apenas uma delas, e várias são as vertentes que se abrem para futuras pesquisas com intuito de possibilitar reflexões sobre como a escola vem concebendo o processo de apropriação da língua escrita, sobre a terminalidade específica, a funcionalidade da língua escrita, a autonomia, entre outros. Esses questionamentos levam à hipótese de que, além das acadêmicas, existem outras habilidades importantes para a vida dessas pessoas. / A significant number of adults with intellectual disabilities (ID) who are at a disadvantage with respect to the acquisition of written language. In order to contribute to the scientific literature on literacy and literacy of adults with intellectual disabilities, this study aimed to analyze the meanings that these adults attach to literacy and literacy. The theoretical and methodological framework, the study was based on cultural historical assumptions. We chose the qualitative research study of multiple case types and the instruments used were documental analysis, semi-structured interviews and application of an evaluation protocol for reading and writing. The study included the participation of five adults with intellectual disabilities aged 36-46 years, which had already participated in a survey of reading and writing intervention. Data analysis was performed by lifting organized meaning core as follows: sense and meaning given to reading and writing; cultural goods and materials related to the development of intellectual and social poor place reader / writer occupied by the research subjects. The data revealed that subjects know written materials which permeate through different semiotic technical tools - notebooks, books, newspapers, cell phones, computers - but not all access these materials in the same way. In general aspects, we found that some advanced aspects relating to written language and some do not, and the meanings attributed to reading and writing, correlate with the concept of literacy, which gives the stabilized resulting meaning of pedagogical practices of reading and written without correlation with the social context. These data correlate with the way institutions is providing this knowledge, and highlight the gap between reading and writing worked within the school and lived in other instances. It is also observed that the limitation of the use of language and writing is also associated opportunities or not evocation of own knowledge, material and cultural conditions in which discourses are produced. In this respect it was found that subjects who perform work activities correlated to reading and writing aspects of functionality, the possibility of acquiring autonomy, belonging, to improve self-esteem. Those who restricted participation in schools give sense and meaning to reading and writing correlating them to repetitive activities and no functionality. Through the above, we believe it is necessary research on the communicative practices of adults with ID and areas of meaning that are present in literacy and literacy process, because the meaning is just one of them and these initial thoughts are not sufficient to meet the gaps in this process. On the other hand, given the characteristics and the design of the research there are several aspects that open for future research aiming to reflect on how the school is designing the process of written language appropriation, completion specifies the written language functionality , autonomy, among others. These questions lead us to hypothesis that besides the academic skills are other important life skills of those people who should not be overlooked

Syftet med denna uppsats är att undersöka lärares inställning till digitala verktyg i läs- och skrivundervisningen. Syftet är också att undersöka hur lärare anser att digitala verktyg kan påverka elevers läs- och skrivutveckling. Genom kvalitativa intervjuer med lärare som undervisar i svenskämnet i årskurs 4–6 visar undersökningen att lärares inställning till att använda digitala verktyg i läs- och skrivundervisningen är positiv överlag och framför allt gäller det i skrivundervisningen. Enligt informanterna motiveras eleverna till skrivandet och till att bearbeta sina texter när det görs genom digitala verktyg. Samtidigt finns det också enligt informanterna vissa negativa aspekter med användningen av digitala verktyg såsom att handstilen försämras och att digitala verktyg kan leda till onödig distraktion av olika hemsidor. Sammanfattningsvis visar studien att de intervjuade lärarna inte anser att digitala verktyg. / The aim of this study is to examine teachers’ attitudes towards the use of digital tools in the teaching of reading and writing. The aim is also to find out how teachers perceive the impact of digital tools on pupils’ development in reading and writing. Based on semi-structured interviews with teachers teaching Swedish in year 4-6, the study finds that teachers’ attitudes towards digital tools is positive overall, especially in relation to the teaching of writing. According to the informants, digital tools provide motivation for pupils to write and rework their texts. However, the informants also addressed certain negative aspects of the use of digital tools, such as possible deterioration in pupils’ handwriting and unnecessary distraction of different web pages. To sum up, the study shows that the interviewed teachers do not think that digital tools alone, have any great effect on pupils’ development in reading and writing. Rather, the teachers believe that a varied approach to teaching is necessary and that digital tools can be useful in such an approach.

This research surveys the Swiss missionaries' management of social transformation in South Africa (1873-1976). It has as its major focus the management of schools, hospitals and churches as the primary institutions of social change in society. The researcher's realisation that more often than not, the changes brought to bear on proselytes by the change forces take time to manifest themselves vividly induced him to extend the scope to include the dawn of the new political dispensation in this country in 1994. This need not surprise the readership as the triadic approach, which is synonymous with historial analyses compels researchers to avail readers of what happened in the past, present as well as what is likely to occur in future. In other words, readers will encounter the ethnic nationalism engineered by different change agents in this country and the repercussions thereof, and the schism within the Swiss Mission in South Africa/Evangelical Presbyterian Church in South Africa that started in 1989 and became reality by 1991. Finally, the thesis also appraises readers of what should be done in periods of rapid social change. / Educational Studies / D. Ed. (History of Education)

This research surveys the Swiss missionaries' management of social transformation in South Africa (1873-1973). It has as its major focus the management of schools, hospitals and churches as the primary institutions of social change in society. The researcher's realisation that more often than not, the changes brought to bear on proselytes by the change forces take time to manifest themselves vividly induced him to extend the scope to include the dawn of the new political dispensation in this country in 1994. This need not surprise the readership as the triadic approach, which is synonymous with historical analyses compels researchers to avail readers of what happened in the past, present as well as what is likely to occur in future. In other words, readers will encounter the ethnic nationalism engineered by different change agents in this country and the repercussions thereof, and the schism within the Swiss Mission in South Africa/Evangelical Presbyterian Church in South Africa that started in 1989 and became reality in 1991. Finally, the thesis also appraises readers of what should be done in periods of rapid social change. / Educational Studies / D.Ed. (History of Education)

This research surveys the Swiss missionaries' management of social transformation in South Africa (1873-1973). It has as its major focus the management of schools, hospitals and churches as the primary institutions of social change in society. The researcher's realisation that more often than not, the changes brought to bear on proselytes by the change forces take time to manifest themselves vividly induced him to extend the scope to include the dawn of the new political dispensation in this country in 1994. This need not surprise the readership as the triadic approach, which is synonymous with historical analyses compels researchers to avail readers of what happened in the past, present as well as what is likely to occur in future. In other words, readers will encounter the ethnic nationalism engineered by different change agents in this country and the repercussions thereof, and the schism within the Swiss Mission in South Africa/Evangelical Presbyterian Church in South Africa that started in 1989 and became reality in 1991. Finally, the thesis also appraises readers of what should be done in periods of rapid social change. / Educational Studies / D.Ed. (History of Education)