O olhar do professor sobre as dificuldades de aprendizagem no processo de alfabetização - em Manaus
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Data
2018
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Resumo
O estudo teve como objetivo levantar as concepções e percepções dos professores de
Manaus no estado do Amazonas sobre as dificuldades de aprendizagem no processo de
alfabetização. A pesquisa apresentou uma abordagem descritiva qualitativa, na qual
buscou-se as respostas acerca do objeto pesquisado. A coleta de dados foi feita através
de dois instrumentos: entrevista semiestruturada e observação direta dos entrevistados
em sala de aula. Para tanto, foram selecionados 12 (doze) professores, sendo que apenas
11(onze) foram entrevistados e observados em sua respectiva sala de aula, respeitando
seu turno e horário de trabalho. O presente estudo baseou-se em referências como:
Capovilla, A. G. S.; Capovilla, F. C. (2003), Ellis, A. (1995), Moll, J. (2009), Morais, J.
A. (1996), Silva, A. C. C. (2003), Sim-Sim, I. (2009), Sousa, Ó. (1999), Tardif, M.
(2014), entre outros que contribuíram para o entendimento dos resultados obtidos. A
pesquisa constatou que as concepções e percepções dos professores entrevistados
diferem de suas práticas observadas em sala de aula, apontando a necessidade de melhor
preparação e qualificação destes profissionais em relação aos alunos que apresentam
dificuldades de aprendizagem no processo de alfabetização.
The purpose of this study was to raise the conceptions and perceptions of teachers in Manaus, state of Amazonas, about difficulties in the learning process in literary. The research presented a qualitative descriptive approach, in which the answers for the research object were seek. Data has been acquired by two means: semi-structured interview and direct observation in classroom. To do so, 12 (twelve) teachers have been chosen, from which only 11 (eleven) have been interviewed and observed, respecting their shift and work times. This study was based in references such as Capovilla, A. G. S.; Capovilla, F. C. (2003), Ellis, A. (1995), Moll, J. (2009), Morais, J. A. (1996), Silva, A. C. C. (2003), Sim-Sim, I. (2009), Sousa, Ó. (1999), Tardif, M. (2014), among others who contributed to understanding the results. The research lead to the conclusion that the conceptions and perceptions of interviewed teachers differ from their practices, as observed in classroom, showing that these professionals need training and qualification to deal with students who present difficulties in the learning process in literary.
The purpose of this study was to raise the conceptions and perceptions of teachers in Manaus, state of Amazonas, about difficulties in the learning process in literary. The research presented a qualitative descriptive approach, in which the answers for the research object were seek. Data has been acquired by two means: semi-structured interview and direct observation in classroom. To do so, 12 (twelve) teachers have been chosen, from which only 11 (eleven) have been interviewed and observed, respecting their shift and work times. This study was based in references such as Capovilla, A. G. S.; Capovilla, F. C. (2003), Ellis, A. (1995), Moll, J. (2009), Morais, J. A. (1996), Silva, A. C. C. (2003), Sim-Sim, I. (2009), Sousa, Ó. (1999), Tardif, M. (2014), among others who contributed to understanding the results. The research lead to the conclusion that the conceptions and perceptions of interviewed teachers differ from their practices, as observed in classroom, showing that these professionals need training and qualification to deal with students who present difficulties in the learning process in literary.
Descrição
Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, LEITURA, APRENDIZAGEM, ALFABETIZAÇÃO, PROFESSORES, EDUCATION, READING, LEARNING, LITERACY, TEACHERS