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Research evidence (Donaldson, 1978; Wells, 1985a; Hughes, 1986; Tizard and Hughes, 1984) over the last decade and a half has confirmed the competence of the pre-school child. At school entry Donaldson (1989) writes "... that children are highly active and efficient learners, competent enquirers, eager to understand" (p.36). There is less evidence concerning the extent to which educators harness this astounding pre-disposition to learn. The aims of the research project studied the development of reading in the reception year of school in Part 1 by: 1. assessing the range of literacy development exhibited by 191 children on entry to school; 2. identifying the entry skills that most reliably predict success in reading by the end of the first year of school; and in Part 2 of the study by: 1. considering the extent to which reception teachers facilitate a mastery of literacy by both capitalising on, and teaching to, each pupil's prior knowledge Part 1 of the study In September 1987 and 1988, 191 children were assessed soon after school entry. The different aspects of functioning that were measured were: 1. General maturity and intellectual functioning 2. Literacy related skills 3. Adjustment to school. II At the end of the year in July 1988 and 1989 two aspects of the child's functioning were assessed. 1. General maturity and cognitive functioning 2. Assessment of both written and spoken language. These data were collected over two years. In 1987/88 and 1988/89 thirty-two classes were studied in sixteen primary schools in the Local Education authorities of Oxfordshire, Berkshire, the former Inner London Education Authority and the London Boroughs of Harrow and Haringey. The data were pooled and extensively analysed using both descriptive and parametric statistical techniques. The main findings are: 1. Children arrive at school with a possible range of five years in their functioning regarding literacy related skills and intellectual ability. 2. Pearsons correlations, multiple regression and discriminant analyses confirm that the ability to identify letters of the alphabet and write one's name at school entry are the most powerful predictors of successful reading by the end of the year. This confirms the findings of earlier studies of the importance of these abilities (Tizard et al, 1988; Wells & Raban, 1978). 3. Understanding of the conventions of print, although weaker, has a positive relationship with reading. 4. An explanation of these data is that there is a developmental pathway to fluent reading. The child develops through the emergent literacy phase, with the accretion of an understanding of print and text through to the phase of beginning conventional reading. Progression takes place through the transition phase of whole word processing, Fnth's (1985) logographic stage to the alphabetic stage into conventional reading. Arriving at school able to identify the letters of the alphabet and able to write one's name indicates a more refined processing of print needed for this transition phase. 5. Children who do not adjust to school are four times less likely to be able to read by the end of the year. In Part 2 of the study A sample of reception class teachers was investigated through a postal questionnaire survey. The questionnaire examined: 1. The extent to which reception class teachers are aware of the most predictive entry skills; 2. The ability of reception class teachers to identify the skills in their new school entrants; 3. The use that reception class teachers made in their teaching of reading of the most valuable entry skills with which children arrive at school. Teachers involved with Part 1 of the study were recruited, and an additional group were circulated by the postal questionnaire, in the geographical areas of Oxfordshire, Berkshire, Haringey, Harrow, Lewisham, Westminster, Camden, Hillingdon, Southwark and Greenwich. Sixty-two teachers completed the questionnaire. The main findings from these data showed that: 1. The majority of the reception class teachers surveyed ranked the importance of the entry skills in the reverse order to those found to be most valuable in Part 1 of the study. 2. Reception class teachers use approaches to reading that develop understandings of print and its usefulness. They foster the enjoyment of books. However, they do not appear to value the importance of orthographic awareness in the child's repertoire of strengths at school entry. The teachers are therefore ill-placed to closely match their teaching to the child's existing knowledge. The main recommendations are that this study indicates the necessity for dissemination of these research findings The new school entrant is very competent and due apparently to insufficient awareness of the most crucial entry skills reception class teachers are unable to fully capitalise on the child's prior knowledge. It is vital that initial and in-service teacher education address this gap.

A presente pesquisa partiu de minha experiência como professora de Língua Portuguesa, sobretudo no que diz respeito ao ensino da escrita nas turmas de Ensino Fundamental. A partir da compreensão de que a metáfora é um índice de manifestação da subjetividade e da constatação de que este é um recurso lingüístico raramente utilizado pelos alunos, passei a interrogar-me sobre a possibilidade de que outros elementos lingüístico-discursivos (a que chamei de \"embriões de metáfora\") permitissem supor uma subjetividade latente, com o prognóstico de poder vir a manifestar se pela construção de metáforas criativas. Na existência dessa possibilidade, investiguei se essa \"relação privilegiada com a linguagem\" poderia significar uma etapa em direção ao bem escrever. Perseguindo estas questões, este trabalho teve como proposta estabelecer correlações entre a produção escrita de alguém e a possibilidade de manifestar-se como sujeito (na concepção de Jacques Lacan), assim como descrever, através da análise de textos escritos pelos alunos, os elementos que possam ser chamados \"embriões de metáfora\". Parti, então, da hipótese que eles podem vir a tornarem-se metáforas se receberem um cuidadoso investimento daquele que ensina escrever e, nesse sentido, o trabalho propôs-se ainda a auxiliar o professor de língua materna a estabelecer critérios que permitam localizá-los nas produções dos alunos. Dessa forma, além de olhar para os textos como via (ou não) de manifestação subjetiva, proponho uma reflexão acerca das condições de produção de texto no âmbito escolar, sobretudo no que diz respeito ao endereçamento que os mesmos recebem. Para realizar estas análises, parti de um corpus inicial de seiscentos e quarenta e oito redações, das quais quatro figuram nesta dissertação. A seleção destas peças deu-se pelo fato de que cada uma delas é emblemática ao representar quatro \"graus\" de relação do indivíduo que escreve com a linguagem. A análise destes textos, articulada com alguns conceitos da teoria lacaniana, permitiu-me, à título de conclusão deste trabalho, postular que as relações estabelecidas entre aquele que ensina a escrever e aquele que escreve precisam estar calcadas na permeabilidade daquele que ensina às singularidades de quem escreve, de modo que as aulas de Língua Portuguesa constituam espaços para que os sujeitos possam ousar manifestar sua diferença e responsabilizar-se por ela. / This research has started from my experience as Portuguese Language teacher, especially concerning the teaching of writing in elementary school. With the understanding that metaphor is a sign of manifestation of subjectivity, and noticing that this is a linguistic resource seldom used by the students, I began to ask myself about the possibility that other linguistic/discoursive elements would make me suppose a latent subjectivity (called by me \"metaphor embryo\"), which would be able to manifest itself in the construction of creative metaphors. As this possibility really exists, I investigated whether this \"privileged relationship to language\" could mean a stage towards good writing. In pursuing these questions, this work had as its main goal to establish correlations between one\'s written production and his/her possibility of manifestation as a subject (in Jacques Lacan\'s conception), as well as to describe, through the analysis of texts written by the students, the elements which could be named \"metaphor embryos\". Starting from the hypothesis that these embryos can become metaphors if receive a careful treatment from the person who teaches writing, this work has also the goal of helping the mother language teacher in establishing criteria to find them in the students\' compositions. In so doing, besides looking to the text as a way of subjective manifestation, I proppose a reflection on the text producing conditions in school environment. In order to make these analyses, I started from a corpus of six hundred forty-eight compositions, of which four figure in this dissertation. The choosing of these texts was due to the fact that each one of them is emblematic in representing four \"degrees\" of the relationship between the person who writes and the language. Articulating the analysis of these texts with some concepts of Lacan\'s theory, I postulate, as a conclusion, that the relationships established between the one who teaches to write and the one who writes need to be focused on the teacher\'s \"permeability\" to the student\'s singularities, in such a way that the Portuguese Language classes become spaces for the subjects to dare to manifest their difference and be responsible for it.

Made available in DSpace on 2016-04-28T20:56:26Z (GMT). No. of bitstreams: 1 Carlos Alberto Daniel dos Santos.pdf: 1671061 bytes, checksum: b1b6932332dc1d25cd8dcf12f4f7b552 (MD5) Previous issue date: 2011-09-30 / The present study has had as goal the application and valuation of a suggestion of reading and writing teaching, for students with a history of scholar failure, and that attend the education for young and grown-ups at a private school of the city of São Paulo. The teaching was applied to 11 participants (partakers), during the normal period of class, in the collective context. After the valuation of the previous repertories of reading and writing, the teaching of words programming, formed by simple and complex syllables was applied. The training, accomplished with help of Master software, and consisting of relations among dictated words (A) figures (B) and written words (C) of relations among (written and dictated) words and letters (relations entitled CE and AE) of relation between written syllables and letters (relation entitled CEsyllables). The taught relations were: AB, BC, CB, AC, CE, CE-syllables and AE. After training of different relations tests were given in order to verify if it would emerge the not trained relations CD (expressive reading) and AF (manuscript writing). Tests of reading and writing generalization also were accomplished as well as of words composite by simple and complex syllables and with phrases. The results revealed that the teaching programming improved the performance of all participants since all of them presented generalized reading and writing of words and greater number also presented generalized reading of phrases; while in writing phrases the results indicated that all the participants have iniciated the process of acquisition of this repertory. The results signalized that the proposal of teaching has been efficient specially for reading repertory; if before the teaching the participants in their most, were not able to read at lest words, after the teaching, all of them have done the correct reading words, and also, most of them began reading phrases. Nevertheless, concerning the writing repertory, the positive effect was more restricted, since the participants have gotten to improve writing of words, showing yet difficulty of writing phrases. However not having gotten the domain of reading phrases, the improvement occurred with those that participated, show clearly that the reading and writing teaching, by means of conditional discrimination together with the use of Educative Software is efficient and may be applied to those students that attend the course of EJA / O presente estudo teve por objetivos a aplicação e a avaliação de uma proposta de ensino de leitura e de escrita a alunos com história de fracasso escolar, que freqüentam a Educação de Jovens e Adultos em uma escola particular da cidade de São Paulo. O ensino foi aplicado a 11 participantes, durante o período regular de aula, em contexto coletivo. Após a avaliação dos repertórios prévios de leitura e de escrita, aplicou-se a programação de ensino de palavras formadas por sílabas simples e complexas. O treino, realizado com o auxílio do software MestreÒ, consistiu de relações entre palavras ditadas (A), figuras (B) e palavras escritas (C), de relações entre palavras (escritas e ditadas) e letras (relações denominadas CE e AE), e de relação entre sílabas escritas e letras (relação denominada CE-sílabas). As relações ensinadas foram: AB, BC, CB, AC, CE, CE- sílabas e AE. Após o treino das diferentes relações, foram conduzidos testes para verificar se emergiam as relações não treinadas CD (leitura expressiva) e AF (escrita manuscrita). Também foram realizados testes de generalização de leitura e de escrita, tanto de palavras, compostas por sílabas simples e complexas, quanto de frases. Os resultados mostraram que a programação de ensino melhorou o desempenho de todos os participantes, pois todos apresentaram leitura e escrita generalizada de palavras, sendo que a maioria apresentou, também, leitura generalizada de frases; já, na escrita de frases, os resultados indicaram que todos os participantes iniciaram o processo de aquisição desse repertório. Os resultados indicaram que a proposta de ensino foi eficaz especialmente para o repertório de leitura; se antes do ensino os participantes, em sua maioria, não conseguia ler sequer palavras, após o ensino todos realizaram a correta leitura de palavras, sendo que a maioria passou a ler também frases. Porém em relação ao repertório de escrita o efeito positivo foi mais restrito, já que os participantes conseguiram melhorar a escrita de palavras, apresentando ainda dificuldade na escrita de frases. Embora não tenham atingido domínio na escrita de frases, a melhora ocorrida com todos os participantes evidencia que o ensino de leitura e de escrita, por meio de discriminações condicionais e com uso de software educativo, é eficiente e pode ser aplicado a alunos que freqüentam o curso de EJA

A presente pesquisa partiu de minha experiência como professora de Língua Portuguesa, sobretudo no que diz respeito ao ensino da escrita nas turmas de Ensino Fundamental. A partir da compreensão de que a metáfora é um índice de manifestação da subjetividade e da constatação de que este é um recurso lingüístico raramente utilizado pelos alunos, passei a interrogar-me sobre a possibilidade de que outros elementos lingüístico-discursivos (a que chamei de \"embriões de metáfora\") permitissem supor uma subjetividade latente, com o prognóstico de poder vir a manifestar se pela construção de metáforas criativas. Na existência dessa possibilidade, investiguei se essa \"relação privilegiada com a linguagem\" poderia significar uma etapa em direção ao bem escrever. Perseguindo estas questões, este trabalho teve como proposta estabelecer correlações entre a produção escrita de alguém e a possibilidade de manifestar-se como sujeito (na concepção de Jacques Lacan), assim como descrever, através da análise de textos escritos pelos alunos, os elementos que possam ser chamados \"embriões de metáfora\". Parti, então, da hipótese que eles podem vir a tornarem-se metáforas se receberem um cuidadoso investimento daquele que ensina escrever e, nesse sentido, o trabalho propôs-se ainda a auxiliar o professor de língua materna a estabelecer critérios que permitam localizá-los nas produções dos alunos. Dessa forma, além de olhar para os textos como via (ou não) de manifestação subjetiva, proponho uma reflexão acerca das condições de produção de texto no âmbito escolar, sobretudo no que diz respeito ao endereçamento que os mesmos recebem. Para realizar estas análises, parti de um corpus inicial de seiscentos e quarenta e oito redações, das quais quatro figuram nesta dissertação. A seleção destas peças deu-se pelo fato de que cada uma delas é emblemática ao representar quatro \"graus\" de relação do indivíduo que escreve com a linguagem. A análise destes textos, articulada com alguns conceitos da teoria lacaniana, permitiu-me, à título de conclusão deste trabalho, postular que as relações estabelecidas entre aquele que ensina a escrever e aquele que escreve precisam estar calcadas na permeabilidade daquele que ensina às singularidades de quem escreve, de modo que as aulas de Língua Portuguesa constituam espaços para que os sujeitos possam ousar manifestar sua diferença e responsabilizar-se por ela. / This research has started from my experience as Portuguese Language teacher, especially concerning the teaching of writing in elementary school. With the understanding that metaphor is a sign of manifestation of subjectivity, and noticing that this is a linguistic resource seldom used by the students, I began to ask myself about the possibility that other linguistic/discoursive elements would make me suppose a latent subjectivity (called by me \"metaphor embryo\"), which would be able to manifest itself in the construction of creative metaphors. As this possibility really exists, I investigated whether this \"privileged relationship to language\" could mean a stage towards good writing. In pursuing these questions, this work had as its main goal to establish correlations between one\'s written production and his/her possibility of manifestation as a subject (in Jacques Lacan\'s conception), as well as to describe, through the analysis of texts written by the students, the elements which could be named \"metaphor embryos\". Starting from the hypothesis that these embryos can become metaphors if receive a careful treatment from the person who teaches writing, this work has also the goal of helping the mother language teacher in establishing criteria to find them in the students\' compositions. In so doing, besides looking to the text as a way of subjective manifestation, I proppose a reflection on the text producing conditions in school environment. In order to make these analyses, I started from a corpus of six hundred forty-eight compositions, of which four figure in this dissertation. The choosing of these texts was due to the fact that each one of them is emblematic in representing four \"degrees\" of the relationship between the person who writes and the language. Articulating the analysis of these texts with some concepts of Lacan\'s theory, I postulate, as a conclusion, that the relationships established between the one who teaches to write and the one who writes need to be focused on the teacher\'s \"permeability\" to the student\'s singularities, in such a way that the Portuguese Language classes become spaces for the subjects to dare to manifest their difference and be responsible for it.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-10-20T11:00:47Z No. of bitstreams: 1 2016 - Daiane Cordeiro Brites Fernandes.pdf: 4588692 bytes, checksum: 478bb1a1560971559b35a523f2ada373 (MD5) / Made available in DSpace on 2017-10-20T11:00:47Z (GMT). No. of bitstreams: 1 2016 - Daiane Cordeiro Brites Fernandes.pdf: 4588692 bytes, checksum: 478bb1a1560971559b35a523f2ada373 (MD5) Previous issue date: 2016-12-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This work was built having as objective presenting a didactic proposal, based on the concept of didactic sequency (SCHNEUWLY e DOLZ, 2004), in order to work the writing improvement and letrament amplifying of the sixth year?s students from the fundamental teaching of Nereu Sampaio School (Rio de Janeiro-RJ). The hypothesis of this research is that the retextualization mechanism can contribute to the expansion of literacy. The specific objectives are: to apply a didactic sequence, developing reading activities and textual comprehension; to recognize genres and to develop written texts; and to produce an electronic book with the Cordel written by the students. The fulfilled research is the qualitative type (MOREIRA e CALEFFE, 2008), based on a action-research, (THIOLLENT, 2009), and has an aim the transformation of situations that happen inside the class itself, better explaining, the problem is detected, studied, observed, but it is also presented an action in order that this problem can be solved. The wrting teaching didactic proposal is based on the retextualization mecanism (DELL?ISOLA, 2007) from the Fairy Tales gender to the Cordel one. We will also make observations considering the letramento concept (SOARES, 2003), (MOLLICA, 2014) e (COSSON, 2014a); the multiletrament (ROJO, 2009; 2012) and literary letrament (COSSON, 2014b) considering them inside the classroom. We will still deal with the writing teaching (SANTOS, RICHE e TEIXEIRA, 2013), (COSSON, 2014) e (SILVA e SILVA, 2013) and the Nacional Curriculars Parameters (PCN)?s orientations for the teaching of Portuguese Language in the Fundamental teaching. Beyond this, we will diferenciate the textual genders from the textual types (MARCUSCHI, 2008; 2010). We will make an analysis of an intervention proposal, fulfilled by means of didactic sequency. In the presentation of the situation, we will show the results of the exposition of the Fairy Tales (KLEIMAN e SEPULVEDA, 2014) to the class. In the inicial production analysis, we will approach the questions about the Cordel gender that are known by the teachers and we will deal with they do not know in order that the stories can be worked during the workshops. In the analysis of the two workshops, we will treat about the importance of the sequency enlaced and planned activities for the student reaches the objectives that are wished by the school. In the final production, we will elapse about the amplifying of the students? letrament, about the improvement of the writing of them and about the digital book creation written by the class. The main objective of the research is to amplify the students? letrament, from a textual gender, The Fairy Tales, supostment, known by the students for the production of a gender, the Cordel, not so much explored in the school place ? considering that the work was made with the sixth year?s students of the fundamental teaching and in Rio de Janeiro city. During the process, we have as a objective to perceive the improvement of the students? writing. The results obtained were satisfactory, since it was possible to perceive class involvement, writing improvement and, mainly, the expansion of students literacy. / Este trabalho foi realizado com objetivo de apresentar uma proposta did?tica, elaborada com base no conceito de sequ?ncia did?tica (DOLZ, NOVERRAZ e SCHNEUWLY, 2004), para trabalhar o aprimoramento da escrita e a amplia??o do letramento de alunos do sexto ano do ensino fundamental da Escola Municipal Nereu Sampaio (Rio de Janeiro-RJ). A hip?tese desta pesquisa ? a de que o mecanismo de retextualiza??o pode contribuir para a amplia??o do letramento. Os objetivos espec?ficos s?o: aplicar uma sequ?ncia did?tica para desenvolver atividades de leitura e compreens?o textual, conhecimento de g?neros e produ??o escrita e produzir um livro eletr?nico com o Cordel escrito pelos discentes. A pesquisa realizada ? do tipo qualitativa (MOREIRA e CALEFFE, 2008), com base na pesquisa-a??o, (THIOLLENT, 2009) e almeja a transforma??o de situa??es dentro da pr?pria turma, ou seja, o problema ? detectado, estudado, observado, mas tamb?m ? apresentada uma a??o para que ele seja resolvido. A proposta did?tica de ensino de escrita tem como base o mecanismo de retextualiza??o (DELL?ISOLA, 2007) do g?nero Conto de Fadas para o g?nero Cordel. Ser?o feitas observa??es a respeito do conceito de letramento (SOARES, 2003), (MOLLICA, 2014) e (COSSON, 2014a); de multiletramentos (ROJO, 2009; 2012) e de letramento liter?rio (COSSON, 2014b) e a respeito da utiliza??o de tais conceitos em sala de aula. Trataremos ainda do ensino da escrita (SANTOS, RICHE e TEIXEIRA, 2013), (COSSON, 2014) e (SILVA e SILVA, 2013) e das orienta??es dos Par?metros Curriculares Nacionais (PCN) para o ensino de L?ngua Portuguesa no ensino fundamental. Al?m disso, diferenciaremos os g?neros dos tipos textuais (MARCUSCHI, 2008; 2010). Faremos ainda uma an?lise da proposta de interven??o, realizada por meio da sequ?ncia did?tica. Na apresenta??o da situa??o, mostraremos os resultados da exposi??o dos Contos de Fadas (KLEIMAN e SEPULVEDA, 2014) ? turma. Na an?lise da produ??o inicial, abordaremos as quest?es sobre o g?nero Cordel que os discentes sabem e trataremos das que eles desconhecem para que sejam trabalhadas durante as oficinas. Nas an?lises das duas oficinas, trataremos da import?ncia da sequ?ncia de atividades entrela?adas e planejadas para que o aluno alcance os objetivos desejados pela escola. Na produ??o final, transcorreremos sobre a amplia??o do letramento dos alunos, sobre a melhora da escrita desses aprendizes e sobre a cria??o do livro digital escrito pela turma. O objetivo principal da pesquisa ? ampliar o letramento dos educandos, partindo de um g?nero textual, o Conto de Fadas, supostamente, conhecido pelo discentes para a produ??o de um g?nero, o Cordel, n?o muito explorado no espa?o escolar ? considerando que o trabalho foi feito com o sexto ano do ensino fundamental e no munic?pio do Rio de Janeiro. Durante o processo, objetivamos tamb?m perceber melhoras na escrita dos educandos. Os resultados obtidos foram satisfat?rios j? que foi poss?vel perceber envolvimento da turma, a melhora da escrita e, principalmente, a amplia??o do letramento discente

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.

Syftet med den här kvalitativa studien är att undersöka hur lärare förstår och uppleverden digitaliserade skrivundervisningen i årskurs 4–6. Studien lutar sig mot det sociokulturella perspektivet som visar att användandet av medierande verktyg till-sammans med stöttning behövs för att förstå och tolka den värld vi lever i. Vi har genom semistrukturerade intervjuer med fem lärare i årskurs 4–6 samlat in empiri omhur lärare uppfattar den digitaliserade skrivundervisningen. Resultatet visar hurförutsättningarna för elevernas skrivande ändrades när den digitaliseradeskrivundervisningen gav lärarna goda möjligheter att möta elevernas lärande på nya sätt. Lärarna beskrev att de kunde ge effektivare stöttning till eleverna och individ-anpassa stöttningen till dem. Digitaliserad skrivundervisning gjorde det även möjligt för eleverna att få inflytande över undervisningen och öva för att klara de nationellaproven. Lärarna beskrev att den digitaliserade undervisningen med elevdatorer ocksåkunde leda till distraktioner.

Enligt läroplanen ska undervisningen leda till att eleverna kan uttrycka sig i olika former av texter. De texttyper som förespråkas i årskurs 1–3 är faktatext och berättande text. Syftet med studien är att undersöka hur lärare arbetar med skrivundervisning genom genrepedagogiska arbetssätt i årskurs två. Föreliggande studie utgår från ett sociokulturellt perspektiv. I studien har en metodkombination av observationer och intervjuer använts för att samla in empiri om detta undersökningsområde. Den insamlade empirin har sedan analyserats utifrån cirkelmodellen och en modell för stöttning och utmaning. Studiens resultat har visat att genrepedagogisk undervisning om olika texttyper med fördel bör påbörjas redan under skolans tidigare år. Vidare har studien visat att en framgångsrik undervisning kräver en väl övervägd balans mellan kognitiv utmaning och stöttning från omgivningen. Slutligen konstateras att skrivundervisning genom genrepedagogiska arbetssätt bidrar till att eleverna skriver mer strukturerade och genomtänkta texter. Det genrepedagogiska arbetsättet är utvecklande för alla elever, oavsett kunskapsnivå. / According to the curriculum, teaching is supposed to have the result that pupils can express themselves in different forms of texts. The types of texts recommended for grades 1–3 are factual and narrative texts. The aim of the study is to investigate how teachers work with the teaching of writing through genre-pedagogical methods in grade two. The present study proceeds from a sociocultural perspective. It combines the methods of observations and interviews to collect empirical data in this field of study. The data was then analysed using the circle model and a model for support and challenge. The results of the study show that genre-pedagogical teaching about different types of texts benefit from starting in the earlier years of school. The study further showed that successful teaching requires a well-considered balance between cognitive challenge and support from surrounding people. Finally, it is observed that the teaching of writing through genre-pedagogical methods helps pupils to write more structured and well thought-out texts. The genre-pedagogical method helps all pupils in their development, regardless of the level of their knowledge.

Submitted by Lica Araujo (licaraujo@outlook.com) on 2015-10-29T19:50:22Z No. of bitstreams: 1 TESE LIANE CASTRO DE ARAUJO.pdf: 5077641 bytes, checksum: 20d53528ff43e8b60cd5088027b917aa (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-11-04T14:44:10Z (GMT) No. of bitstreams: 1 TESE LIANE CASTRO DE ARAUJO.pdf: 5077641 bytes, checksum: 20d53528ff43e8b60cd5088027b917aa (MD5) / Made available in DSpace on 2015-11-04T14:44:10Z (GMT). No. of bitstreams: 1 TESE LIANE CASTRO DE ARAUJO.pdf: 5077641 bytes, checksum: 20d53528ff43e8b60cd5088027b917aa (MD5) / Capes/Fapesb / Esta tese apresenta uma pesquisa em contexto escolar, cujo objetivo foi tornar observáveis os modos de apropriação de elementos de narrativas verbovisuais – quadrinhos, mangás, desenhos animados, filmes e games – em histórias escritas por crianças, revelando relações intertextuais diversas e intercâmbios entre as diferentes linguagens. Nela se discutem as implicações dessas apropriações e desses modos de narrar no ensino da escrita, bem como, a possibilidade de, a um só tempo, a escola validar as apropriações e inserções de elementos de outras linguagens nas histórias escritas pelas crianças e assegurar o trabalho com a textualidade própria da escrita e com as características do texto narrativo. As marcas de tais apropriações revelaram tanto procedimentos legítimos e astutos das crianças relativos à apropriação de conteúdos, linguagens e formatos das narrativas verbovisuais de seu repertório, quanto uma maior ou menor habilidade, ainda em construção, de composição do texto escrito, na relação com gêneros realizados em linguagem verbal e visual. De qualquer modo, as crianças, na composição dos textos, mostram seus esforços de construir e negociar sentidos para considerar o leitor no diálogo e na tensão com os elementos de gêneros verbovisuais. Em situação de ensino da escrita, revela-se produtivo constituir o texto escrito como objeto de reflexão metalinguística sobre a textualidade que lhe é própria, em atividades compartilhadas de produção, revisão e reescrita junto às crianças. Como tal problemática pedagógica implica igualmente uma dimensão cultural mais ampla, atinente às relações das crianças com a mídia, o estudo preocupou-se em contextualizar a discussão do campo do ensino da linguagem escrita no âmbito mais amplo da cultura infantil contemporânea. Reconhecendo a maleabilidade e a mutabilidade da escrita, a heterogeneidade dos textos e o hibridismo das linguagens, a pesquisa fundamenta-se na perspectiva dialógica de linguagem, de sujeito e de autoria de Bakhtin, e em uma concepção de sujeito receptor ativo dos produtos da mídia, que negocia sentidos em sua compreensão responsiva ativa. / ABSTRACT This thesis presents a school-based research, which objective was make observable the modes of appropriation of elements of verbal-visual narratives – comics, mangas, animations, movies and games – in stories written by children, revealing several intertextual relations and exchanges between different languages. It discusses the implications of these appropriations and these ways of narrating the teaching of writing as well as the possibility that at the same time, the school validate appropriations and inserts elements from other languages in the stories written by children and ensure work with the feature textuality of the writing and the characteristics of the narrative text.The marks of such appropriations revealed as much legitimate procedures and cunning of children on the appropriation of content, languages and formats of verbal-visual narratives of his repertoire, as greater or lesser ability, still under construction, to text composition written in relation to genres performed in verbal and visual language. Anyway, the children, in the composition of texts, show their efforts to build and negotiate senses to consider the reader in dialogue and tension with the elements of verbal-visual genres. In writing teaching situation, it proves to be productive constitute the written text as meta-linguistic reflection object on the textuality of its own, in shared activities of production, revision and rewriting with the children. As such pedagogical problems also implies a broader cultural dimension, relating to the relationship of children with the media, the study was worried in contextualize the discussion of the written language teaching within the broader context of contemporary children's culture. Recognizing the suppleness and the writing mutability, the heterogeneity of texts and hybridity of languages, the research is based on dialogic perspective of language, subject and authorship by Bakhtin, and a conception of an active subject recipient of media products which negotiates meaning on your active responsive comprehension.