A presente dissertação enfoca produções textuais infantis, encontrando-se vinculada ao projeto intitulado: Sujeito do inconsciente, discurso e inserção social em situações de aquisição e distúrbios de linguagem, obedecendo aos critérios metodológicos adotados pelo projeto citado. Sua proposta da pesquisa é contribuir para que os docentes tenham um olhar mais atento à escrita infantil, um olhar que não se limite aos aspectos cognitivos, geralmente privilegiados pela maioria dos teóricos, cujos trabalhos dão sustentação ao trabalho pedagógico e, assim, as práticas em sala de aula. Dessa maneira, essa pesquisa recorre aos trabalhos realizados no campo da linguística estrutural e da psicanálise, notadamente a conceitos elaborados por Freud e Lacan. Assim, ela tem como objetivo geral: investigar as incidências subjetivas em produções de crianças em processo de aquisição da língua escrita, levando em consideração a imbricação entre o sujeito do inconsciente e o funcionamento da língua na escrita. Já os objetivos específicos consistem em investigar o funcionamento da língua, ou seja, os processos metafóricos e metonímicos, bem como, investigar formações do inconsciente cujos indícios marquem o texto, como: esquecimento de palavras, de fatos, troca de palavras, lapsos de escrita, mutilação de palavras. Para tanto, foi desenvolvida uma atividade de produção textual com crianças, ambos os sexos, compreendidas na faixa etária de sete oito anos, alunos do segundo ano do primeiro ciclo de escola pública, da cidade do Recife. Os critérios de análise foram guiados por princípios e conceitos oriundos da linguística estrutural, particularmente Saussure e Jakobson, e da psicanálise freudiana e lacaniana. Os resultados mostram como a produção dos textos contou com a imbricação entre o funcionamento estrutural da língua e as formações inconscientes, que foram deixando seus traços no texto. / This dissertation focuses on text production for children, it is linked to the class project named: subject of unconscious, discussion and social insertion in learning situations and language disorder, it follows the methodical criteria used by the class project a bready made above. The goal of this research is drawing the attention of teachers to the writing of children, not only to the cognitive aspects, genially cited by most of theorist, whose, theories support pedagogic work in classrooms. So this class of research turns to researches on linguistic and psychoanalysis, known concepts of Freud and Lacan. Then, its general goal: investigate the subjective incidences of childrens glasswork, larine how to write, considering the fart between the subject of unconscious and the working of language in writing. The specific goals consist of investigation the functioning of the language, that is, the metaphorical and metonymic processes, and investigate formations of unconscious whose signs mark the text. As forgetting words, bad diction, so it was developed and a activity of producing texts with children, both genders, between seven and length years, students of the second grade of the first cycle in public schools, in the city of Recife, the criteria of analysis were guild by principles and concept form Linguistics, specially Saussure and Jakobson and psychoanalysis of Freud and Lacan. The results have shown now the production of texts and to do with facts of structural functioning formation that leaves clue in the text.

Studien har fokus på hur ett antal förskollärare tolkar sitt uppdrag när det gäller barns skriftspråkande i förskolan. De två problemformuleringen är följande; Hur tolkar ett antal förskollärare sitt uppdrag när det gäller barns lärande och villkor av skriftspråket? Hur ser ett antal förskollärare på sina förutsättningar att stödja barns skrivande med utgångspunkt i att barn är meningsskapande i sitt sätt att använda skriftspråket? Det teoretiska ramverket utgörs av tre förekommande perspektiv eller synsätt på barns skriftspråksutveckling. De är sociokulturellt perspektiv, kognitivt perspektiv och utvecklingspedagogiskt perspektiv. Begreppet livsvärld intar en övergripande ram för att ytterligare vägleda analysen av forskningsfrågorna utifrån att studiens studieobjekt är förskollärare. Metodansats är hermeneutisk eftersom det är förskollärarnas berättelser och deras tolkning av sitt uppdrag som är i fokus i studien och därmed används också intervjuer i form av samtalsguider. Förskollärarna tolkningar lyfts fram utifrån ett antal kategorier som framkom under arbetet med resultat och analys. I analysen av resultatet framkommer en splittrad bild men även till viss del en samstämmig bild av förskollärarnas tolkning av sitt uppdrag när det gäller skriftspråkande i förskolan. Den splittrade bilden handlar om hur barn lär om skriftspråket och vad som ska ingå i undervisningen om skriftspråket i förskolan. Samstämmigheten handlar om att utbildning behövs för att höja förskollärares kompetens. En slutsats blir att  det behövs tydliga direktiv om hur uppdraget ska tolkas gällande undervisning av skriftspråket i förskolan. I slutdiskussionen uppmärksammas också de möjligheter förskolebarn har att lära om skriftspråket utifrån förskolelärarnas tolkning av sitt uppdrag. / The study has a focus on the way that a number of preschool teachers interpret their assignment regarding children’s literacy in preschool. The two research questions are: how do these preschool teachers interpret their assignment regarding children’s literacy learning and opportunities? How do these preschool teachers regard their qualifications to support children’s writing with the starting point that children are using literacy meaningfully? The theoretical frameworks include three perspectives or approaches on children’s written language development. They are sociocultural perspective, cognitive perspective and developing educational perspective. The concept livsvärld or lifeworld provides an overall frame to further direct the analysis of the studies and research questions since the object of the study is the preschool teacher. The methodological approach is hermeneutic since it is the preschool teachers` narrative and interpretations of their assignment that are in focus, and therefore interviews have been used as a form of dialog guide. The preschool teachers’ interpretations highlight a number of categories that emerged from the analysis. In the analysis of the results, there emerged a fragmented picture but also some area of agreement and concordance amongst the views of the preschool teachers regarding their interpretations of their assignment regarding children’s literacy in preschool. The fragmented picture is about how preschool children learn about literacy and what should be included in teaching about literacy in preschool. The consistent picture is that there is a need for more training to increase their competence in relation to how preschool children learn about literacy. A conclusion is that there is a need for distinct guidance about how to interpret the assignment of beginning the teaching of literacy in preschool. In the final discussion, attention is also drawn to preschool children’s opportunity to learn about literacy based on the preschool teacher’s interpretation of their assignment.

Submitted by Biblioteca Central (biblioteca@unicap.br) on 2018-02-15T18:44:50Z No. of bitstreams: 1 gisely_martins_silva.pdf: 1848540 bytes, checksum: 447db0d915b306eb15b4c8d051b1588e (MD5) / Made available in DSpace on 2018-02-15T18:44:50Z (GMT). No. of bitstreams: 1 gisely_martins_silva.pdf: 1848540 bytes, checksum: 447db0d915b306eb15b4c8d051b1588e (MD5) Previous issue date: 2017-09-04 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES# / #2075167498588264571# / #600 / This research aims to analyze the contributions of digital literacy to the multimodal acquisition of a child's writing from instant messages in the applications: Facebook Messenger and WhatsApp Messenger. It is a case study of a qualitative and longitudinal nature because it is the analysis of the verbal-visual relation of the multimodal writing of a child in the literacy cycle. The relation between image and verbal text was analyzed from screens captured in the applications mentioned and provided by the child's father. In order to verify the relation of status and meaning between image and verbal text, we select the verbal-visual relation of superiority, equality and inferiority presented by Martinec and Salway (2005) and Fonte e Caiado (2014, 2015), we are also supported by collaborations of Santaella (2002) to carry out the analyzes. Concerning digital literacy, our research is supported by the postulates of Xavier (2002) and Soares (2002), and about the studies on multimodality we rely on Kress (2003), Van Leeuwen (2011), Kress and Van Leeuwen (2006 [ 1996]; [2001]) and Dionysus (2006). To reach our objective, we selected twelve screen captures with the presence of the multimodal text of the child in the literacy cycle. We observed how the child uses the multimodal resources in the years of the literacy cycle and what emojis’ roles used in the multimodal texts posted in Facebook Messenger and WhatsApp Messenger. We also observed that during the digital literacy process the child expanded the repertoire of multimodal resources. We realized that the child has developed varied actions in the process of digital literacy, in which it is still found. At the beginning of this process, the child using multimodal resources, the verbal-visual relation status prevailing was inferiority or superiority of one of the resources - written or imagery - and, as the child came to know the possibilities of writing Multimodal and improving itself digitally, the relation of verbal-visual sense became more complementary. We believe that our study, faced with the challenges posed by digital culture, involving differentiated practices of reading and writing on screen, becomes relevant when we discuss the multimodality linked to mobile digital technology and we reflect on the verbal-visual interrelation in discursive practices of a child in the literacy cycle, which occurred in Facebook Messenger and WhatsApp Messenger. / Esta pesquisa tem como propósito analisar as contribuições do letramento digital para a aquisição multimodal da escrita de uma criança a partir de mensagens instantâneas nos aplicativos Facebook Messenger e WhatsApp Messenger. É um estudo de caso, de natureza qualitativa e longitudinal por se tratar da análise da relação verbo-visual da escrita multimodal de uma criança no ciclo de alfabetização. A relação da imagem e do texto verbal foi analisada a partir de telas capturadas nos aplicativos mencionados e fornecidas pelo pai da criança. Para verificarmos a relação de status e sentido entre imagem e texto verbal, selecionamos como categorias de análise, principalmente, a relação verbo-visual de superioridade, igualdade e inferioridade defendida por Martinec e Salway (2005) e de Fonte e Caiado (2014; 2015), contamos também com a colaboração de Santaella (2002) para realizar as análises. Concernente ao letramento digital, nossa pesquisa está apoiada nos postulados de Xavier (2002) e Soares (2002), e em torno dos estudos sobre multimodalidade nos amparamos em Kress (2003), Van Leeuwen (2011), Kress e Van Leeuwen (2006 [1996]; 2011 [2001]) e Dionísio (2006). Para atingirmos nosso objetivo, selecionamos doze telas com a presença do texto multimodal da criança no ciclo de alfabetização. Observamos como a criança fez o uso dos recursos multimodais nos anos do ciclo de alfabetização e quais os papéis dos emojis usados nos textos multimodais postados no Facebook Messenger e WhatsApp Messenger. Observamos ainda que, durante o processo de letramento digital, a criança ampliava o repertório de recursos multimodais. Percebemos que a criança desenvolveu ações variadas no processo de letramento digital, em que ainda se encontra. No início desse processo, a criança, ao usar os recursos multimodais, o status da relação verbo-visual que prevalecia era de inferioridade ou superioridade de um dos recursos – escrito ou imagético – e, à medida que a criança foi conhecendo as possibilidades da escrita multimodal e aperfeiçoando-se digitalmente, a relação de sentido verbo-visual passou a ser mais complementar. Acreditamos que nosso estudo, frente aos desafios impostos pela cultura digital, que envolvem práticas diferenciadas de leitura e escrita na tela, torna-se relevante quando discutimos a multimodalidade atrelada à tecnologia digital móvel e refletimos sobre a inter-relação verbo-visual em práticas discursivas de uma criança no ciclo de alfabetização, ocorridas no Facebook Messenger e WhatsApp Messenger.

No description available.

Becoming literate isn't something that happens in a single year, classroom, or experience. Drawing on case studies of ten children's writing practices across the years from grade one to middle and high school, this study examines literacy development from the perspective of the learner: as a stream of experiences unfolding across time and space. Rather than limiting the conceptual frame to notions of 'school literacy' as a function of 'home literacy', the researcher examines how children learn to write by and through participation in multiple 'communities' or 'cultures' of practice (Lave & Wenger, 1991; Brown et al., 1988). The research aim is to build an understanding of how learning takes place through long-term encounters with multiple communities whose boundaries and composition can be at times fluid and permeable. Using life history methods (Gergen, 1988; Gluck & Patai, 1991; McCall & Wittner, 1990), collective memory work (Haug, 1987), collaborative writing sample analysis (Taylor, 1990; Atwell, 1987; Tierney et al., 1991), and 'side-by-side' assessment (Atwell, 1987) the researcher engaged student writers in a five-year series of 'power sensitive conversations' (Haraway, 1988). Acting as 'legitimate peripheral participant' (Lave & Wenger, 1991) the researcher entered the students' multiple worlds of literate practice through participant observation in significant literacy events (Hammersley & Atkinson, 1983), open-ended interviews (Briggs, 1986) with concerned others, and collaborative analysis of institutional documentation available in school records (Potter & Wetherell, 1987). Drawing on these 'biographic literacy profiles' (Taylor, 1990) participants traced their trajectories through the multiple communities of practice that shaped them as literate persons over extended periods of time. Moving from an activist stance (Fine, 1992), researcher and participants collaboratively constructed narratives of literacy-learning aimed not to 'freeze' their findings, but to move them beyond the text as agents of possible futures (Fine, 1992). Research of this nature re-politicizes writing and literacy pedagogy in terms of the socio-cultural contexts that both enable and constrain student writers. Its implications extend beyond writing instruction into research, theory-building, curriculum redesign, literacy assessment, teacher training, and community resource planning and policy-making. / Ph. D.

Made available in DSpace on 2017-06-01T18:24:54Z (GMT). No. of bitstreams: 1 mercia_irabel_soares.pdf: 1259798 bytes, checksum: 667527b916e91ffaa69e4c5d40860890 (MD5) Previous issue date: 2013-06-28 / This dissertation focuses on text production for children, it is linked to the class project named: subject of unconscious, discussion and social insertion in learning situations and language disorder, it follows the methodical criteria used by the class project a bready made above. The goal of this research is drawing the attention of teachers to the writing of children, not only to the cognitive aspects, genially cited by most of theorist, whose, theories support pedagogic work in classrooms. So this class of research turns to researches on linguistic and psychoanalysis, known concepts of Freud and Lacan. Then, its general goal: investigate the subjective incidences of children s glasswork, larine how to write, considering the fart between the subject of unconscious and the working of language in writing. The specific goals consist of investigation the functioning of the language, that is, the metaphorical and metonymic processes, and investigate formations of unconscious whose signs mark the text. As forgetting words, bad diction, so it was developed and a activity of producing texts with children, both genders, between seven and length years, students of the second grade of the first cycle in public schools, in the city of Recife, the criteria of analysis were guild by principles and concept form Linguistics, specially Saussure and Jakobson and psychoanalysis of Freud and Lacan. The results have shown now the production of texts and to do with facts of structural functioning formation that leaves clue in the text. / A presente dissertação enfoca produções textuais infantis, encontrando-se vinculada ao projeto intitulado: Sujeito do inconsciente, discurso e inserção social em situações de aquisição e distúrbios de linguagem, obedecendo aos critérios metodológicos adotados pelo projeto citado. Sua proposta da pesquisa é contribuir para que os docentes tenham um olhar mais atento à escrita infantil, um olhar que não se limite aos aspectos cognitivos, geralmente privilegiados pela maioria dos teóricos, cujos trabalhos dão sustentação ao trabalho pedagógico e, assim, as práticas em sala de aula. Dessa maneira, essa pesquisa recorre aos trabalhos realizados no campo da linguística estrutural e da psicanálise, notadamente a conceitos elaborados por Freud e Lacan. Assim, ela tem como objetivo geral: investigar as incidências subjetivas em produções de crianças em processo de aquisição da língua escrita, levando em consideração a imbricação entre o sujeito do inconsciente e o funcionamento da língua na escrita. Já os objetivos específicos consistem em investigar o funcionamento da língua, ou seja, os processos metafóricos e metonímicos, bem como, investigar formações do inconsciente cujos indícios marquem o texto, como: esquecimento de palavras, de fatos, troca de palavras, lapsos de escrita, mutilação de palavras. Para tanto, foi desenvolvida uma atividade de produção textual com crianças, ambos os sexos, compreendidas na faixa etária de sete oito anos, alunos do segundo ano do primeiro ciclo de escola pública, da cidade do Recife. Os critérios de análise foram guiados por princípios e conceitos oriundos da linguística estrutural, particularmente Saussure e Jakobson, e da psicanálise freudiana e lacaniana. Os resultados mostram como a produção dos textos contou com a imbricação entre o funcionamento estrutural da língua e as formações inconscientes, que foram deixando seus traços no texto.

No description available.

No description available.

The purpose of this research was to explore the ways in which a small, purposefully sampled group of Grade One isiXhosa-speaking children began the process of becoming literate in English as their second language. The research looked specifically for evidence of strategic behaviours in reading and writing which, according to Clay (200 I, 2005), form the foundation for self-extending systems and have the potential to accelerate learning. The research was guided by the principles of Clay's early intervention Reading and Writing Recovery. By Clay's definition, self-extending systems are literacy processing systems that work, that is, they enable children to continue to learn to read by reading and to write by writing. Within this context, the research explored the role of oral language in learning to read and write in English. Consideration was given to the potential for transfer of the principles that underlie Reading Recovery to South African mainstream classrooms in an attempt to raise literacy outcomes for all. This is a particularly urgent need in South Africa where many attempts to tum around poor trajectories of literacy learning do not seem to have the desired long term effects. The results of the research showed that the children began to actively engage in their English literacy learning within a network of strategies, primarily motivated by making meaning of their texts. The findings of the research suggested that a mismatch of needs and instructional procedures was evident here in this formative stage of second language literacy learning. The results suggested that children who were already educationally at risk for a multitude of reasons, were being set back even further by instructional approaches that were unresponsive to their linguistic needs.