Práticas de Letramento Escolar de um Grupo de Professores do Município de Jandaíra / RN
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2015
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O termo letramento inseriu-se no Brasil desde 1986 por Mary Kato e vem sendo disseminado pelos teóricos como abordagem necessária no ensino da língua materna, provocando uma revolução conceitual na abordagem da linguagem ensinada na escola. Este estudo objetivou investigar o conhecimento de um grupo de professores do Ensino Fundamental I, acerca da conceituação de letramento escolar, analisando a formação profissional e as práticas pedagógicas destes quanto ao tema em estudo. O suporte teórico apoia-se em estudos como os de Kleiman (1995 - 2001), Street (1984 -1993), Tfouni (1988 - 1995 - 2010), Marcuschi (2001), Soares (1998 - 2010), Cagliari (1994), Costa (1997-2004), Rojo (2009), dentre outros. Utilizou-se a metodologia qualitativa, respaldada por Michel (2009), Demo (1996), Gil (1999), Laville & Dionne (2008) e outros. Os dados foram colhidos em quatro escolas situadas em Jandaíra / RN, através do questionário desenvolvido junto aos professores e com a observação das aulas de Língua Portuguesa ministradas por estes para comparar suas práticas com as teorias e com as informações coletadas. A análise dos dados baseou-se nos referenciais teóricos estudados e concluiu-se que na prática os docentes desenvolvem o letramento escolar, mas teoricamente parte destes ainda o desconhece.
The term literacy was inserted in Brazil since 1986 by Mary Kato and is being disseminated as required by the theoretical approach to the teaching of the mother tongue, causing a conceptual revolution in the language taught in school approach. This study aimed to investigate the knowledge of a group of teachers from elementary school, about the concept of school literacy, analyzing training and teaching practices such as the topic studied. The theoretical support is held by studies such as Kleiman (1995 - 2001), Street (1984 -1993), Tfouni (1988 - 1995 - 2010), Marcuschi (2001), Smith (1998 - 2010), Cagliari (1994) Costa (1997-2004), Rojo (2009), among others. We used a qualitative methodology, supported by Michel (2009), Demo (1996), Gil (1999), Laville & Dionne (2008) and others. The data were collected in four schools in Jandaíra / RN through interview and questionnaire developed with teachers and with the observation of Portuguese Language classes taught by them to compare their practices with the theories and the information collected. Data analysis was based on the theoretical frameworks studied and it was found that in practice the decent develop school literacy, but theoretically it is still unaware of these.
The term literacy was inserted in Brazil since 1986 by Mary Kato and is being disseminated as required by the theoretical approach to the teaching of the mother tongue, causing a conceptual revolution in the language taught in school approach. This study aimed to investigate the knowledge of a group of teachers from elementary school, about the concept of school literacy, analyzing training and teaching practices such as the topic studied. The theoretical support is held by studies such as Kleiman (1995 - 2001), Street (1984 -1993), Tfouni (1988 - 1995 - 2010), Marcuschi (2001), Smith (1998 - 2010), Cagliari (1994) Costa (1997-2004), Rojo (2009), among others. We used a qualitative methodology, supported by Michel (2009), Demo (1996), Gil (1999), Laville & Dionne (2008) and others. The data were collected in four schools in Jandaíra / RN through interview and questionnaire developed with teachers and with the observation of Portuguese Language classes taught by them to compare their practices with the theories and the information collected. Data analysis was based on the theoretical frameworks studied and it was found that in practice the decent develop school literacy, but theoretically it is still unaware of these.
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Orientação : Lucimar Almeida Dantas
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, LINGUÍSTICA, LINGUISTICS, ESCOLARIZAÇÃO, SCHOOLING, ESCRITA, WRITING, LITERACIA, LITERACY