Estratégias de ensino-aprendizagem para a superação de dificuldades na leitura e na escrita nas séries iniciais do ensino fundamental
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2014
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Este estudo apresenta o resultado de uma pesquisa sobre as dificuldades de aprendizagem na leitura e escrita dos discentes nas séries iniciais do ensino fundamental. A finalidade era a superação dessas dificuldades, numa perspectiva construtivista, partindo da cultura e dos saberes dos educandos. O estudo foi realizado numa escola, em turmas heterogêneas, tendo com instrumentos metodológicos notas de campo da observação de aula de leitura e escrita, e ainda inquéritos por entrevista a professores. Através dos dados obtidos na pesquisa de campo, averiguamos que as principais dificuldades que os discentes apresentam para ler e escrever, são decorrentes de vários fatores, nomeadamente a falta de acompanhamento individualizado tanto por parte da família como também da própria escola, bem como a falta de uma metodologia adequada de alguns dos docentes, recursos inadequados, assim como a responsabilidade da família em manter os discentes na escola. Através da triangulação das entrevistas com a observação das aulas dos docentes, constatamos a importância da diversificação de estratégias e atividades, e a abertura às intervenções dos discentes. Em conclusão, comprovamos a importância da formação docente. Em turmas heterogêneas, torna-se difícil o ensino de qualidade, em que o professor conjugue estratégias e atividades que impliquem todos os alunos. Por isso, a atualização docente é essencial, tal como referida nas entrevistas e nas notas de campo, como condição da qualidade das aprendizagens e do sucesso educativo.
This study presents the results of research on learning difficulties in reading and writing skills of students in the early grades of elementary school. The purpose was to overcome these difficulties, a constructivist perspective, based on the culture and knowledge of the learners. The study was conducted in a school in heterogeneous classes, and methodological tools with field notes from observation of class reading and writing, and even surveys interview the teachers. Using data obtained in field research, we ascertain that the main difficulties that students have to read and write, are due to several factors, notably the lack of individualized monitoring by both the family as well as the school itself, and the lack an appropriate methodology of some teachers, inadequate resources, and the responsibility of the family to keep the students in school. Through triangulation of interviews with the observation of the classes of teachers verified the importance of diversification of strategies and activities, and openness to assistance from students. In conclusion, we confirmed the importance of teacher training. In heterogeneous groups, it is difficult to quality teaching, where the teacher combines strategies and activities involving all students. Therefore, the teaching is essential upgrade, as referred to in interviews and field notes, as a condition of quality of learning and educational success.
This study presents the results of research on learning difficulties in reading and writing skills of students in the early grades of elementary school. The purpose was to overcome these difficulties, a constructivist perspective, based on the culture and knowledge of the learners. The study was conducted in a school in heterogeneous classes, and methodological tools with field notes from observation of class reading and writing, and even surveys interview the teachers. Using data obtained in field research, we ascertain that the main difficulties that students have to read and write, are due to several factors, notably the lack of individualized monitoring by both the family as well as the school itself, and the lack an appropriate methodology of some teachers, inadequate resources, and the responsibility of the family to keep the students in school. Through triangulation of interviews with the observation of the classes of teachers verified the importance of diversification of strategies and activities, and openness to assistance from students. In conclusion, we confirmed the importance of teacher training. In heterogeneous groups, it is difficult to quality teaching, where the teacher combines strategies and activities involving all students. Therefore, the teaching is essential upgrade, as referred to in interviews and field notes, as a condition of quality of learning and educational success.
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Orientação: Alcina Manuela de Oliveira Martins
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EDUCAÇÃO, LEITURA, ESCRITA, DIFICULDADES DE APRENDIZAGEM, ESTRATÉGIAS DE APRENDIZAGEM, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCATION, READING, WRITING, LEARNING DISABILITIES, LEARNING STRATEGIES, ESTRATÉGIAS DE ENSINO, TEACHING STRATEGIES