O papel das palavras estáveis na construção da língua escrita
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Data
2010
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Resumo
A questão central que orientou esta investigação consistiu em averiguar se as palavras estáveis
(palavras de base, que servem de consulta para as crianças) podem subsidiar a construção da
língua escrita para alunos em processo de alfabetização. Esta pesquisa, de cunho qualitativo,
teve como ponto norteador o uso destas palavras na construção da língua escrita como
referência (ou não), para o aluno, no confronto de suas ideias com a realidade da escrita
convencional, procurando saber se há encaminhamentos metodológicos que podem ser
utilizados em contexto escolar para garantir a efectiva aprendizagem, tendo-as como suporte.
O referencial teórico esteve alicerçado em leituras aprofundadas sobre a temática em voga,
abordando aspectos que tratam de questões como aprendizagem e ensino, leitura e o processo
cognitivo, planificações das acções didácticas e avaliação como prática. Para tal, no processo
metodológico desta pesquisa obtivemos como universo um grupo de alunos de uma escola da
cidade de Curitiba, Paraná, Brasil. Seguem, portanto, as análises realizadas a partir de dados
colectados em observação, entrevistas e produções escritas destes alunos as quais foram
colectadas e a elas relacionados aspectos da literatura com este contexto educacional.
The central question that guided this research was to investigate whether the words (basic words, which serve as a consultation for children) can support the stable construction of written language for students learning to read. This research, using a qualitative approach, was to point guiding the use of these words in the construction of written language as a reference (or not) for the student, the confrontation of ideas with the reality of conventional writing, wondering if there are referrals methodological can be used in schools to ensure effective learning, taking them as support. The theoretical framework was grounded in depth readings on the subject in vogue, covering aspects that deal with issues such as learning and teaching, reading and cognitive process, lesson plans and teaching activities of the assessment as a practice. To this end, in the methodology of this research were the universe as a group of students from a school in Curitiba, Parana, Brazil. Here, therefore, analyzes the data collected from observation, interviews and written production of students with which they were collected and related aspects of literature in this educational context.
The central question that guided this research was to investigate whether the words (basic words, which serve as a consultation for children) can support the stable construction of written language for students learning to read. This research, using a qualitative approach, was to point guiding the use of these words in the construction of written language as a reference (or not) for the student, the confrontation of ideas with the reality of conventional writing, wondering if there are referrals methodological can be used in schools to ensure effective learning, taking them as support. The theoretical framework was grounded in depth readings on the subject in vogue, covering aspects that deal with issues such as learning and teaching, reading and cognitive process, lesson plans and teaching activities of the assessment as a practice. To this end, in the methodology of this research were the universe as a group of students from a school in Curitiba, Parana, Brazil. Here, therefore, analyzes the data collected from observation, interviews and written production of students with which they were collected and related aspects of literature in this educational context.
Descrição
Orientação : Zita Ana Lago Rodrigues ; co-orientaçao : José B. Duarte
Palavras-chave
EDUCAÇÃO, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCATION, LEITURA, READING, ESCRITA, WRITING