Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, 2007. / Submitted by Kathryn Cardim Araujo (kathryn.cardim@gmail.com) on 2009-10-20T11:34:22Z
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Previous issue date: 2007 / As estatísticas no Brasil e no exterior têm revelado, com freqüência, resultados negativos sobre a escolarização. Os altos índices de fracasso escolar que se expressam pela repetência, evasão e exclusão concentram-se nas crianças das classes sociais menos privilegiadas socioeconomicamente. Algumas das causas desse fracasso relacionam-se à utilização de metodologias pedagógicas não favoráveis à aprendizagem e descontextualizadas da realidade dos alunos, bem como à fragilidade do preparo dos professores para lidar com as novas demandas do ensino, especialmente dos anos iniciais, que envolvem a alfabetização. Esta pesquisa se propõe a apresentar os resultados obtidos em sala de aula pela aplicação do ensino de Ciências Naturais integrado à Alfabetização, utilizando os elementos da Sociolingüística Interacional, da Zona de Desenvolvimento Proximal, de Vigotsky, e das ações de andaimagem, propostas por Bruner e Cadzen, e complementando a noção de pistas de contextualização fornecidas por John Gumperz, dentro de um ambiente construído com a proposta da Pedagogia Culturalmente Sensível. ________________________________________________________________________________________ ABSTRACT / The low levels of education in Brazil encompass a large range of problems such as school underachievement, as shown by the nationwide reading comprehension and mathematical assessment systems and by the statistics of school failure and dropping out. Many children who attend school receive an inadequate education because of poorly trained, underpaid teachers, overcrowded classrooms, and lack of teaching resources and adequate methodology. The most affected students by these problems are those drawn from the poor social networks with a predominant oral culture. The motivation for this study was the concern with the education of these students. It focuses on classroom strategies that reconcile the teaching of reading and the introduction to scientific literacy in the first years of schooling in a public school. The teachers follow an agenda which was built upon the principles of a culturally responsive pedagogy ((Erickson), particularly upon the concept of scaffolding, as put forward by Bruner and Cazden and complemented by the notion of contextualization clues, as advanced by John Gumperz. The analysis of their action in the classroom is based on interactional sociolinguistics and the psychological theory of Lev Vygotsky.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.unb.br:10482/3171 |
| Date | January 2007 |
| Creators | Castanheira, Salete Flôres |
| Contributors | Bortoni-Ricardo, Stella Maris |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UnB, instname:Universidade de Brasília, instacron:UNB |
| Rights | info:eu-repo/semantics/openAccess |
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